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
  • virtual exchange programs, including online international collaborations
  • on-campus courses and programs
  • remote and distance learning courses

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.

2023-24 IPG

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

  1. IPG is a one-time requirement for the SAIL, VEIL, and COIL Grants and fulfills requirements for Level 1 of 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 participants after they successfully complete all IPG requirements (detailed below).
  4. If IPG program requirements are not completed within the 2022-23 fiscal year, funding is not guaranteed in 2023-24.

The IPG training program may be combined concurrently with additional grant programs provided by Global Partnerships and Programs (formerly International Programs):

  • The VEIL Grant supports new virtual exchanges which provide international peer interaction along with intercultural learning instruction to students at Purdue and international partner institutions. Requires IPG (past completion fulfills this requirement).
  • The COIL Grant supports new virtually connected courses with international partner institutions in which each group of students work together toward a shared goal, product, and/or outcome. Requires IPG (past completion 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).

Applicants leading virtual exchanges are encouraged to combine IPG with a VEIL or COIL grant. The COIL and VEIL Grant application is included within the same grant application as IPG. COIL and VEIL grant applicants who have not successfully completed IPG before should apply to both grants within the same application (e.g., IPG + VEIL, or IPG + COIL). While the SAIL Grant also requires IPG, the applications are submitted separately. To apply for a SAIL grant, please consult the IPO for your college.

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 is September 8th.

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 pre-Workshop modules and tasks on Brightspace. 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 this 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-program meeting (20 minutes)
  2. Pre-workshop modules on Brightspace due prior to Module 1 and Workshop 1.
  3. Test-drive a new assessment tool of their choosing with a follow-up debriefing.
  4. Contribution to the Intercultural Learning Hub
  5. Submit for approval an Intercultural Learning Action Plan worksheet prior to the start of a pilot program.
  6. Conducting a pilot program (minimum 10 students) or executing the ICL Action Plan as part of a Fall or Winter Break program.
  7. Submit 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 2023-24 IPG may be sent to Dr. Daniel Jones, CILMAR Senior Intercultural Learning Specialist, at dcjones@purdue.edu.

Virtual Workshops

Each 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 your Fall 2023 schedule, you may want to wait until the following year.

Dates for each workshop
# Workshop Date Time
1 Intro to IPG 9/20 1:00-2:30PM
9/21 1:00-2:30PM
2 Backward Design #1: Learning Outcomes 9/27 1:00-2:30PM
9/28 1:00-2:30PM
3 Backward Design #2: IC Assessment Tools 10/4 1:00-2:30PM
10/5 1:00-2:30PM
4 Backwards Design #3: ICL Activities/Interventions 10/11 1:00-2:30PM
10/12 1:00-2:30PM
5 Intercultural Teamwork 10/18 1:00-2:30PM
10/19 1:00-2:30PM
6 ICL Data Analysis 10/25 1:00-2:30PM
10/26 1:00-2:30PM


2023-24 IPG Completion

2023-24 IPG participants are encouraged to consult with Dr. Daniel Jones to finish program requirements by the end of January. Final reporting of program data analysis via the Intercultural Program Leader Completion Report is due 10 days after final student submission/participation (e.g., final assignments, exams, program assessments, etc.) but no later than June 30th.


For those participants who are unable to complete program requirements by the end of the fiscal year, there is an extension process. Reapplying to the program for Completion Only during the following academic year is possible for those applicants who have already conferred with Dr. Jones about this option. To be eligible for the Completion Only Extension, applicants must have all but the following components of IPG completed prior to applying:

  • Approval of an ICL Action Plan.
  • Conducting a pilot program (minimum 10 students).
  • Submission of the Intercultural Program Leader Completion Report (including data analysis).

The deadline to apply for the Completion Only Extension is the same as the IPG application.

What 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 provides more intercultural learning activities to facilitate development.
  • For further training and support in embedding ICL, The Growing Intercultural Leaders (GIL) Program provides one-on-one mentoring to help participants grow in their own intercultural competence and leading students in intercultural development as well.
  • 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., vice-president of Global Partnerships and Programs (retired)

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 (A) demonstrate reflective pedagogy in their courses or programs. Further, 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 08/29/2023