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Virtual Intercultural Learning 2.0

Now accepting registration for the 2022 Step Up Zone!

Description of the Step Up Zone

For 3 weeks in July 2022--July 12-28--Purdue University’s CILMAR invites professionals and educators worldwide who are interested in professional development in intercultural learning (ICL) and equity, diversity and inclusion (DEI) to enter the Step Up Zone—a virtual space in time to:

  • Step up to professional development in 2.0 virtual learning beyond intro-level webinars.
  • Step up and commit to addressing the complex problems of our time.
  • Step up and plug into a zone of deep, engaged, and applied learning.

Registration button

 

Why do we call this conference the Step Up Zone?

Tiered learning requires learners to be ready to take the next step.

The Step Up Zone conference asks all participants to invest in tiered learning, which increases in its depth of application with each session.

Participants are expected to step up to cohort-building.

We expect our learners to put aside everything else in order to fully concentrate on their own learning and that of others around them.

The conference provides the opportunity to step up learning with nationally known faculty.

This is our participants' opportunity to learn from leaders in their field in a personalized way.

How can I get more information on the sessions?

Detailed view of each workshop in the HubICL's Professional Development Zone

Participants can go to hubicl.org/pdz and click the name of any work shop beginning with the words "Step Up" in the title to get the most complete information about any of the workshops.

An account in the Intercultural Learning Hub is always at no cost to the user.

The videos to the left
The videos on the left side of this page feature each of our faculty talking about the learning objectives and content of their workshop.
Continue on below
Participants can click through the various workshop titles for more information.

2022 Workshops and Presenters

An overview of the 2022 Step Up Zone workshops is available here.

As you look at the details for each of the workshops below, Tier 1 indicates a foundational level of information, Tier 2 indicates an intermediate level of instruction, and Tier 3 an advanced level. Some workshops offer Tier 1 and Tier 2, some Tiers 2 and 3, and some all 3 tiers, depending on the depth of the topic covered.

STEP UP to Decentering the whiteness of intercultural competence assessment, training & pedagogy

Photos of Dr. Dawn Stinchcomb & Katherine Yngve

STEP UP to Decentering the whiteness of intercultural competence assessment, training & pedagogy
Dr. Dawn F. Stinchcomb & Katherine Yngve

Tier 2--Recognizing whiteness & ways to take action
Tuesday, July 12; Thursday, July 14; & Tuesday, July 19--3:30pm-5:30pm EDT (6 hours total)

Tier 3--Conflict styles, institutional resistance, and power structures
Thursday, July 21; Tuesday, July 26; & Thursday, July 28--3:30pm-5:30pm EDT (6 hours total)

Financial investment
Tier 2 only--$270 USD
Tiers 2 & 3 together--$630 USD

STEP UP to Experiential tools and activities for intercultural/DEIB agility & effectiveness

Photo of Basma Ibrahim DeVries & Jon DeVries

STEP UP to Experiential tools and activities for intercultural/DEIB agility & effectiveness
Dr. Basma Ibrahim DeVries & Jon DeVries

Tier 1--Energize! Core tenets of a communication styles approach to intercultural/DEI work
Tuesday, July 12, 11:30am-2:30pm EDT (3 hours total)

Tier 2--Expand! Dive deeper to analyze, apply, and leverage communication styles knowledge and skills
Thursday, July 14; Friday, July 15; & Tuesday, July 19--11:30am-2:30pm EDT (9 hours total)

Tier 3--Navigate! Strengthen training design, facilitation, and adaptation skills within a communication styles framework
Thursday, July 21; Tuesday, July 26; Thursday, July 28--11:30am-2:30pm EDT (9 hours total)

Financial investment
Tier 1 only--$90 USD
Tiers 1 & 2 only--$495
Tiers 1, 2, & 3--$1,035

So I'm ready to register. Is there anything it might be helpful to know?

Do I have to take all of the tiers of a workshop?

You'll find when you click the Register button that you have two choices: Tier One (1) Only OR Cohort Tier Group Registration. Tier One (1) Only allows registrants to register for the lowest tier of a workshop without taking the upper tiers. In this way participants can be part of the initial cohort-building and then slip away in the upper tiers as the content becomes more difficult. Cohort Tier Group Registration is for those who intend to take all tiers available of a workshop.

Can I take a higher tier of a workshop without taking the lower tier(s)?
The Step Up Zone registration committee is prepared to assist those who feel that they have a firm grasp of the lower tier material and should be allowed to begin the workshop at a higher tier. To skip a lower tier, participants should send an email to cilmar@purdue.edu explaining their individual situation.
How does the pricing work?

Pricing reflects the increasing depth of the content, requiring added expertise on the part of the faculty:

Tier 1 = $30/hour of instruction
Tier 2 = $45/hour of instruction
Tier 3 = $60/hour of instruction
Will the sessions be recorded?
No, we do not record the sessions for later viewing. As a part of our cohort-building philosophy, it is our expectation that those who register will attend and fully participate in all sessions of the workshop.

 2021 Workshops and Presenters

An overview of the 2021 Step Up Zone workshops is available in pdf and jpg.

Summer 2020: The Virtual Intercultural Learning (VICL) webinar series

What the BEVI tells us about the difference that identity makes in online versus face to face classes

Dr. Shalyse Iseminger discusses the difference that identity makes in online versus face to face classes. Dr. Iseminger presents comparative data from the BEVI (the Beliefs, Events, and Values Inventory) collected at the beginning and end of several semesters of AGR 201: Communicating across Cultures, a course designed by Dr. Pamala Morris, Assistant Dean in the College of Agriculture. These data illustrate that the identity of students matters to their educational experiences and provide insights into how students from different environments may thrive or struggle more in different classroom modalities.

The presentation is archived here.

Creative inclusive classrooms and programs

Diversity, equity, and inclusion leadership from Purdue University's cultural and disability centers join us to answer questions about inclusive online teaching practices that they recommend, the learning outcomes they have for their students, how they measure learning in their programs, and how faculty and staff can support their educational mission. Our special guest host is Nastasha Johnson, associate professor of Library Sciences and a mathematics and physics information specialist at Purdue University.

This presentation is archived here.

Let's talk about color

During this timely and insightful session, Natasha Harris, associate director of diversity in the College of Science, moderates a panel of Purdue students who describe the issues they face in and outside of the classroom that can affect their performance in courses, both face-to-face and online.

The presentation is archived  here

Embedding intercultural learning into world languages: Italian at Purdue

In Fall 2018, the Italian Program at Purdue undertook a large-scale curricular redesign with the goal of embedding the intentional and systematic model of intercultural learning at all levels of Italian. The Italian instructional team is using backward design to select level-specific intercultural outcomes, to develop and integrate intercultural activities into the curriculum, and to assess students’ intercultural development. For example, in beginning and intermediate courses, students engage in three intercultural labs that target specific intercultural skills.

In this  episode of the Virtual ICL webinar series, Dr. Tatjana Babic Williams, Director of Italian Studies and Senior Lecturer, and Dr. Annalisa Mosca, Senior Lecturer and Coordinator of Italian 101-202, discuss their move to creating asynchronous intercultural labs during the pandemic and an upcoming COIL project to fill in the gap left by a popular study program in Italy.

The slides for this presentation are here.

This presentation is archived  here.

Transforming a 24-hour field study tour into a hackathon

On May 9, 2019 (Europe Day), Dr. Svitlana Buko and Eithne Knappitsch, along with a group of junior researchers--undergraduates at a business school in Austria--set out on a 24-hour field study tour with the key goal of showcasing how to develop and strengthen intercultural cross-border competencies necessary for living and working in the territory of the tri-border region: Southern Austria, Northern Italy, and Southern Slovenia. 

The project was organized as part of the business curriculum of the Bachelor program “Intercultural Management” run by the School of Management at Carinthia University of Applied Sciences, which is located in Villach on the border with Italy and Slovenia.

 This full immersion experience took the researchers to Villach (Austria) in the early morning, onto a train to Udine (Italy), back on the train to Gorizia (Italy), and finally to the Slovenian border city of Nova Gorica. The 24hr Cross-Border Challenge aimed to illustrate the proximity of borders, languages and histories to a group of junior researchers by exploring local transportation systems (buses, trains, local city transportation), organizations from different sectors, and via onsite meetings with local leaders from three countries. You can learn more about the 2019 iteration of the 24hr Cross-Border Challenge here.

2020, of course, brought the challenges of the pandemic, which made travel inadvisable if not impossible. Drs. Buko and Knappitsch recount how they turned the 24hr Cross-Border Challenge experience into a hackathon in May 2020.

The presentation is archived  here.

The slides for the June 26 presentation can be viewed here.

An overview of the hackathon can be read and watched here.

To see an example of a final hackathon project and reflection, please go here.

Embedding intercultural learning into the Purdue Polytechnic Institute curriculum

Robert Cox, PhD, Senior Associate Dean for Globalization at Purdue’s Polytechnic Institute (PPI), discusses the evolution of his Technology and Global Society (TECH 330) course. This capstone course for tomorrow’s technology worker examines the interplay of technology, globalization and ethics; and uses a common intercultural competence instrument to help students better understand their personal ability to work effectively across difference.

Dr. Cox provides a course overview and then talks about what he has learned by asking “techies” to reflect on their own intercultural competence for several years, as well as how he changed the course to both support and challenge his students due to the COVID-19 shift to an all-online learning environment. He includes a few of the student reflection videos that were submitted this semester highlighting their top take aways from the class.

As promised, we are offering the segment cut from the broadcasted version here. This portion of the program offers useful insights into the steps to embedding intercultural learning college-wide.

The presentation is archived here

The slide deck for the entire presentation--the unbroadcasted portion, as well as the webinar with the Q&A--is available here.

Embedding intercultural learning into a College of Science study abroad

Laura Starr, PhD, Director for Experiential Learning in Purdue University’s College of Science, discusses her COVID-19 forced pivot to remote learning for a history of science course that was originally scheduled as a spring break study abroad in Morocco. In her discussion, she details the activities developed to achieve two intercultural learning outcomes that were part of the original course design: the ability to identify one’s own cultural rules and biases and increased confidence in initiating cross-cultural interactions and suspending judgment. She also addresses the unexpected pre/post results of the Intercultural Development Inventory she used to assess student growth and her own thoughts about creating a similar learning experience with more lead time.

This presentation is archived  here.

Embedding intercultural learning into a Speech, Language & Hearing Sciences (SLHS) study abroad

Lata Krishnan, PhD, CCC-A, clinical professor in Speech, Language, and Hearing Sciences at Purdue University, describes the development, evolution and outcomes of two service-learning study abroad programs: SLHS in Zambia (2012-2016) and SLHS in India (2017-2019). Details will be shared regarding embedding intercultural learning during planning, developing syllabi and curricular activities, pre-departure preparation, and activities while abroad and upon return. Intercultural learning outcomes data from the programs will also be shared. Dr. Krishnan will also talk about strategies for inclusion and intercultural activities in a virtual learning environment.

For a preview of Dr. Krishnan's work, please go here.

Dr. Krishnan's PowerPoint slides from the May 1 presentation can be viewed here.

The presentation is archived here.

Introduction to the spring and summer 2020 webinar series

In this introductory episode of the series, the audience is invited to meet the CILMAR staff and learn about what they are most looking forward to in the series.

This episode of the webinar series is archived  here.

Learning Outcomes

As a result of this webinar, participants will be able to 1. Apply at least one strategy for inclusion in a virtual learning environment. 2. Structure one intercultural activity in a virtual learning environment.

Participants in the webinar series will therefore make gains in:

Self-efficacy; e.g. confidence in their ability to implement intercultural and inclusive learning modules into their online courses.
Creativity; e.g. ability to take a calculated risk by combining or synthesizing new materials or methods into their teaching.
Leadership; e.g. the ability to serve as a model to their peers by modeling life-long learning in a professional context.

Updated May 23, 2022