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Intercultural Pedagogy Grants (IPG)

This grant program provides intercultural training, curriculum design, and virtual instructional support for faculty and staff embedding intercultural competence in international and/or intercultural programs such as

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

The IPG training program is a requirement for, and may be combined with, additional grant programs provided by International Programs:

  • The VEIL Grant supports virtual exchanges which provide international peer interaction along with intercultural learning instruction to students at Purdue and international partner institutions. Requires new IPG (IPG completion since 2020 fulfills this requirement).
  • The COIL Grant supports virtually connected courses with international partner institutions in which each group of students are working together toward a shared goal, product, and/or outcome. Requires new IPG (IPG completion since 2020 fulfills this requirement).
  • The SAIL Grant supports short-term study abroad and study away (i.e. in-person) programs that embed intercultural learning instruction. Requires IPG (past completion fulfills this requirement).

*Be aware that Fall COIL and VEIL programs have an earlier application deadline.

2021-22 IPG Completion

2021-22 IPG participants are encouraged to consult with Dr. Daniel Jones to finish program requirements and receive the grant. Final reporting of program data anlysis via the Intercultural Program Leader Completion Survey has a floating deadline which may not exceed June 30th, unless the program takes place between June 15th and August 15th. Programs taking place between June and August will be treated on a case-by-case basis. This specific deadline is dependent upon when the faculty/staff led program ends. This varies from program to program, leader to leader. We request analyzed data be submitted by roughly 10 days after the last student material is submitted (assignments, exams, program assessments, etc.).

Extensions

For those IPG participants who cannot complete because of cancelled or postponed programs, there is an extension process. Reapplying to the program for "Completion Only" during the upcoming academic year is possible for those applicants who have already conferred with Dr. Jones about this option. In order to be eligible for the "Completion Only" extension, applicants must have all components of IPG completed, with the exception of the IC Action Plan approval, assessment data analysis, and the Intercultural Program Leader Completion Survey, prior to applying. The deadline for the "Completion Only" program is the same as the IPG application.

2022-23 IPG

The newly revised Intercultural Pedagogy Grant (IPG) program now provides two separate tracks to support faculty and staff in developing intercultural interventions for their programs and courses. One track focuses on in-person study abroad and study away programs, and the other emphasizes supporting intercultural student learning in virtual contexts.

  1. IPG alumni are again eligible to participate in this year’s IPG if they previously completed IPG with a study abroad focus and are now interested in professional development on facilitating intercultural learning in virtual settings.
  2. IPG (virtual ICL track) is required of applicants of the VEIL or COIL Grants, with the exception of those who have completed the IPG training since 2020. IPG (study abroad/away track) is also required for any SAIL Grant applicant who has not previously completed the IPG program.
  3. The expected total time commitment for the Intercultural Pedagogy Grant is 20 hours.
  4. A $2,000 discretionary award will be disbursed to participants after they successfully complete all IPG requirements (detailed below).
  5. If IPG program requirements are not completed within the 2022-23 fiscal year, funding is not guaranteed in 2023-24.

Application Process

Please note that, unlike previous years, current IPG applications are submitted separately from SAIL funding applications. Although IPG is still a requirement of the SAIL grant that supports faculty-led study abroad programs. All IPG applications, whether for study abroad/away or virtual intercultural learning tracks, can be submitted via this Qualtrics survey.

Applicants leading virtual exchanges are encouraged to combine IPG with a VEIL or COIL grant. Applying for COIL or VEIL grants is done simultaneously within the IPG application using the link above. If you wish to apply for a SAIL grant, please contact your IPO for the link. For more information on Curriculum Grants such as the COIL, VEIL, and SAIL Grants, click on this link.

Application Deadline

IPG applications for 2022-23 programs, including SAIL, VEIL, and COIL, as well as "Completion Only" extensions must be submitted no later than August 12th.

*VEIL and COIL programs beginning in the fall have an earlier deadline. Go to the VEIL and COIL info page for full details by clicking on this link.

Program Details

The entirety of the Intercultural Pedagogy Grant program takes place virutally through module work on Brightspace and Zoom webinars. In the Fall, IPG workshops for both tracks will be offered on Tuesdays and Thursdays beginning in early September and continuing through early October. Each participant must first complete the pre-Workshop modules and tasks on Brightspace, followed by a minimum of six workshops (two required, plus four elective). Each asynchronous module in Brightspace is followed by an accompanying 90-minute, synchronous Zoom Workshop (e.g. Module 1 completed prior to Workshop 1).

The elective workshops have been designed either to address the needs of a particular program type or more broadly to build expertise for those embedding intercultural competence and/or leading virtual programs. Live attendance is expected for this program. 2 make-up "Blitz Days," one for each track, will be offered following the completion of regular meetings, TBD. Any participant who does not attend one of these live workshops may be required to repeat the program.

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-workshop modules on Brightspace due prior to Module 1 and Workshop 1.
  2. Test-drive a new assessment tool of their choosing with a follow-up debriefing
  3. Make a contribution to the Intercultural Learning Hub (e.g. a new tool, an adaptation of an existing tool, a tool review, create a new collection, submit research to the Research Repository)
  4. Submit for approval the Intercultural Learning Action Plan worksheet prior to your program start.
  5. Submit the Intercultural Program Leader Completion Survey (including data analysis) after program end

A $2,000 discretionary award will be granted to participants after successful completion of all IPG requirements. Enquiries about 2022-23 IPG may be sent to Dr. Daniel Jones, CILMAR Senior Intercultural Learning Specialist, at dcjones@purdue.edu.

*If the dates below do not fit your Fall 2022 schedule, you may want to wait until the following year.

IPG Workshops
Date Time Workshop Type
1 Tues 9/6 1:00-2:30PM Intro to IPG and program logistics Required
2 Thurs 9/8 1:00-2:30PM ICL in the Virtual Context Best Practices Elective
3 Tues 9/13 1:00-2:30PM Backward Design #1 Learning Outcomes Elective
4 Thurs 9/15 1:00-2:30PM COIL Support and Resources Elective
5 Tues 9/20 1:00-2:30PM Backward Design #2 IC Assessment Tools Elective
6 Thurs 9/22 1:00-2:30PM Virtual Exchange Approaches and Resources Elective
7 Tues 9/27 1:00-2:30PM Backward Design #3 ICL Activities/Interventions Elective
8 Thurs 9/29 1:00-2:30PM Intercultural Teamwork Elective
9 Tues 10/4 1:00-2:30PM Designing ICL Activities Elective
10 Thurs 10/6 1:00-2:30PM ICL Action Plan, Data Analysis, and Completion Required

The decision table below can be used to assist participants in selecting elective workshops most appropriate to their experience level and context.

 

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A word from the Dean of International 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, 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.

Dr. Michael A. Brzezinski

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 2020 IPG trainees will (A) demonstrate reflective pedagogy in their  Spring 2021 or Summer 2021 courses or programs. Further, 2021 IPG trainees will (B) 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 include: (A) reflective pedagogy measured using Kolb's cycle of learning as a "rubric" such that leaders can (1) articulate a data-informed hypothesis about students' learning and/or (2) articulate a data-informed plan for improvement of learning; and (B) efficacy measured via the CILMAR Intercultural Pedagogy Self-Efficacy Scale administered in retro-pre/post fashion. 

 

Last updated on 03/23/2022