Intercultural Pedagogy Grant (IPG)

This grant program incentivizes intercultural competence and curriculum design training for faculty and staff embedding intercultural competence in curricular and co-curricular spaces, such as:

  • traditional, in-person study abroad and study away programs
  • on-campus courses and programs
  • remote and distance learning courses
  • virtual exchange programs, including online international collaborations

The IPG training program was designed to be completed in advance of leading a program/course. For this reason, priority acceptance will be given to those applicants who are developing programs/courses to be implemented in the semesters after the fall training has been completed. Ideally, those implementing fall semester programs/curricula will have completed the training workshop series in the year previous or earlier, i.e., instructors and program leaders who wish to embed intercultural competence into future courses/programs should seek training now.


Grant funding

The Intercultural Pedagogy Grant is available only to West Lafayette campus faculty and staff.


The Intercultural Pedagogy training is available to all West Lafayette Campus faculty and staff. On a limited basis, PWL graduate students engaged in curriculuar or co-curricular design for West Lafayette campus courses or programs may also be granted eligibility, but are not eligible for the accompanying grant funding.

External Applicant Pricing

Practitioners outside of the Purdue West Lafayette campus, who are interested in the intercultural training may purchase a spot in the training for $1500.00USD. External participants who successfully complete the IPG training will receive an Intercultural Program Leader Certificate from the Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR). As a land grant institution, Purdue is invested in providing accessible high quality training. Pricing for the IPG training is based on a cost recovery model, designed simply to pay for CILMAR's labor in creating and delivering the training. International registrants may be eligible for price adjustments. Please contact Dr. Daniel Jones (dcjones@purdue.edu) for more information.

2024 IPG Training

The training program is comprised of both synchronous and asynchronous components. There are six Brightspace training modules accompanied by six, 90-minute virtual workshops hosted on Zoom.

  1. IPG is a one-time requirement for the SAIL Grant and serves as preparation for the GIL program.
  2. The expected total time commitment for the IPG training is approximately 20 hours.
  3. A $2,000 discretionary award will be disbursed to eligible participants after they successfully complete all IPG requirements (details below).
  4. If IPG program requirements are not completed within the 2024-25 fiscal year, funding is not guaranteed in 2025-26.

For PWL Campus faculty/staff, the IPG training program may be combined concurrently with the SAIL Grant, which supports short-term study abroad and study away (i.e. in-person) programs that embed intercultural learning instruction. While the SAIL Grant requires IPG, the applications are submitted separately. 

IPG Application

Complete the IPG Application Qualtrics. Please provide as much information as possible about the program you are seeking support for (e.g., study abroad, virtual exchange, on-campus course, etc.). Applications open in April and the deadline to apply is September 6th 2024.

The program administrator, Dr. Daniel Jones, will contact each applicant to set up a brief meeting (approximately 20 minutes) prior to acceptance. For this reason, early submission of applications is appreciated and allows for more flexibility in scheduling.

Program Details

The entirety of the intercultural training program takes place remotely through Brightspace modules and Zoom webinars. In the Fall, IPG workshops will be held on Wednesdays or Thursdays beginning in mid-September and continuing through October. Prior to the start of the training program, each participant must complete the Welcome module tasks on Brightspace. Approximately one week prior to the first virtual workshop, participants are expected to begin work on training Module 1. Each asynchronous training module in Brightspace is followed by an accompanying 90-minute, synchronous Zoom Workshop (e.g., Module 1 completed prior to Workshop 1).

The workshops have been designed to build expertise in curriculum design, embedding intercultural competence, and facilitating intercultural learning in both in-person and virtual contexts. Live attendance is expected for program workshops.

Completion Requirements

In addition to live participation in six workshops and submission of accompanying module work, participants are required to complete the following:

  1. Pre-program meeting (20 minutes)
  2. Brightspace Welcome module completed prior to beginning Module 1.
  3. Test-drive of the IDI or ASKS2 assessment with a follow-up debriefing.
  4. Approval of the Intercultural Learning Action Plan worksheet
  5. Collection of intercultural program assessment data and analysis:
    1. Recently completed intercultural program
    2. Conduct a pilot program (minimum 10 students)
  6. Approval of the Intercultural Program Leader Completion Report (including data analysis).

The $2,000 discretionary award will be disbursed to participants after successful completion of all IPG requirements. Enquiries about 2024-25 IPG may be sent to Dr. Daniel Jones, CILMAR Senior Intercultural Learning Specialist, at dcjones@purdue.edu.

Workshops (virtual)

Each virtual workshop will be provided twice, once on Wednesday and again on Thursday. Participants must indicate in advance which of the two sessions they plan to attend (via Outlook invite response). If the dates and times below do not fit an applicant’s Fall schedule, it is recommended that they wait until the following year. All times below are Easter Standard time zone (West Lafayette).

workshop dates and times

Dates for each workshop






Intro to IPG






Backward Design #1: Learning Outcomes






Backward Design #2: IC Assessment Tools






Backwards Design #3: ICL Activities/Interventions






Intercultural Teamwork






ICL Data Analysis





2024 IPG Completion

2024 IPG participants are encouraged to consult with Dr. Daniel Jones to finish program requirements by no later than the end of December. Final reporting of program data analysis via the Intercultural Program Leader Completion Report is due no later than 10 days after final student submission/participation (e.g., final assignments, exams, program assessments, etc.).


Requests for extensions to complete IPG requirements beyond the fall semester will be handled on a case-by-case basis but cannot be guaranteed. Failure to complete all IPG requirements within the allotted time may result in having to reapply to the program and complete the entire training again.

What’s next?

CILMAR offers several programs designed to support faculty and staff in both their own personal development and in helping them to embed intercultural competence in their courses and programs. Alumni of the IPG program may also want to explore the following:

  • Worldview Workshops: This workshop series provides more intercultural learning activities to facilitate participant development.
  • Growing Intercultural Leaders (GIL) Program: For further training and support in embedding ICL, the GIL program provides one-on-one mentoring to help participants grow in their own intercultural competence and in leading students in intercultural development as well.
  • ELEVATE Program: For broader application of embedding ICL in department- and school-wide curricula, consider the ELEVATE Program  

A word about the establishment of the IPG and SAIL programs

Study abroad research (Vande Berg et al. 2009) challenges the long-held assumption that exposure to difference alone is sufficient to enhance intercultural competence. Furthermore, research findings also reveal that little positive intercultural development occurs through cross-cultural contact alone without the intentional implementation of intercultural competence goals and appropriate pedagogy. For our study abroad programs here at Purdue this means that sending or accompanying our students abroad is insufficient. We need to do more. If we truly desire for our students to develop certain intercultural knowledge, skills and/or attitudes then we need to facilitate such learning; otherwise, it will most likely not occur.

With these research findings in mind, Global Partnerships and Programs (formerly International Programs) is pleased to offer Study Abroad Intercultural Learning (SAIL) and Intercultural Pedagogy (IPG) grants. SAIL grants are designed to reduce program costs for students while IPG grants facilitate intercultural learning. We hope that you will choose to apply.

  • Michael A. Brzezinski, Ed.D., former Dean of International Programs and Vice-President of Global Partnerships and Programs

Program Evaluation Results

To measure the impact of the IPG training program on participants, a Likert scale Post/Retrospective program evaluation was administered. The Retrospective evaluation is measured post-program but looking back to the status of the participant prior to the training. By comparing Post/Retro-test data, score changes can be interpreted as demonstrating meaningful growth in experience and confidence in areas of training.

Average Post/Retrospective change

  • Overall confidence in Intercultural Learning Action Plan design increased by 75.3%
    • Retro: 4.35 to Post: 8.12 (10pt scale)
  • Ability to find intercultural and virtual tools increased by 44.7%
    • Retro: 2.41 to Post: 4.65 (5pt scale)

Goals: Learning Outcomes and Evidence

Per the recommendations of the National Institute for Learning Outcomes Assessment (NILOA) Transparency Framework and the NILOA Excellence in Assessment Standards, we provide the goals for each program offered through CILMAR.

  • 75% of 2023 IPG participants will report increased confidence and self-efficacy in their ability to (1) use backward design, (2) apply intercultural theory in curricular design, (3) identify appropriate assessment tools and activities for intercultural learning, and (4) identify appropriate virtual tools and instructional approaches that address challenges of the virtual classroom. Evidence will be collected via the IPG program evaluation survey administered as a Post/RetroPre survey. 
  • A diverse range of faculty and staff engage in this training. The andragogical approach to this training engages participants in personal intercultural and DEIB development for the benefit of developing the same in students through intentional curricular design, which in turn supports a more inclusive campus.
  • Learning for participants focuses on backward design of curriculum, assessment practices, and effective intercultural mentoring strategies.


Last updated on 1/31/2024