The following Collection includes materials originally presented to an audience at the NAFSA Region VI and Regions IV-V (Bi-Regional) Conferences in 2024.

The activities and assessments in this collection support the development of knowledge of cultural worldview frameworks. 

As learners grow in their understanding of cultural diversity, they move from being able to describe the experiences of others historically or in contemporary contexts primarily through one cultural perspective to being able to adapt and apply a deep understanding of multiple worldviews, experiences, and power structures while initiating meaningful interactions with other cultures to address significant global problems.

In this second webinar of the series, we explore Cultural Diversity as defined by the AAC&U Global Learning VALUE Rubric—the curiosity to learn respectfully about the cultural diversity of other people and on an individual level to traverse cultural boundaries to bridge differences and collaboratively reach common goals.

Participants will be engaging in a variety of hands-on activities including a case study, visual thinking prompt, and exposure to a cultural mapping tool.

For more on this session, please log into the Intercultural Learning Hub and go to https://hubicl.org/pdz/block/115.

This collection is a compilation of the resources used and crowdsourced in the webinar. 

This collection provides the video recordings, PowerPoint presentations, activities and other materials used in the PICLCoP (Purdue InterCultural Learning Community of Practice) Fall 2024 Series titled "Developing and Assessing Lifelong Intercultural Learning."

These intercultural learning resources provide ways to assess tolerance for ambiguity, as well as introduces activities to introduce tolerance for ambiguity through navigating destabilizing situations. 

August 7, 2024, 12:00pm-1:30pm EDT
Facilitators: Kris Acheson-Clair, CILMAR; Horane A. Diatta-Holgate, University of Notre Dame

Intercultural Openness is one of the requisite attitudes individuals should develop in order to engage in effective and appropriate communication across various cultural contexts and situations (Deardorff, 2006, 2009). In this opening session of the 2024-2025 AAC&U-CILMAR Global Learning Webinar Series we will discuss Intercultural Openness as defined on the AAC&U VALUE rubric for Intercultural Knowledge and Competence as well as explore experiential activities and different ways to assess individual's development of this construct. As a result of participating in this session, attendees will be able to: describe intercultural openness and its relevance in their particular teaching or training context, identify a specific experiential learning activity they can use or adapt in order facilitate their learners' developing intercultural openness, and select an appropriate method or tool for assessing intercultural openness in a way that aligns with their outcomes for learners.

A complete lesson plan is here.

This collection provides resources that utilize case studies featuring critical incidents, or "brief descriptions of situations in which a misunderstanding, problem, or conflict arises as a result of the cultural differences of the interacting parties, or a problem of cross-cultural adaptation and communication. Each incident gives only enough information to set the stage and then describes what happened and possibly manifests the feelings and reactions of the people involved. It does not explain the cultural differences that people bring to the situation; these are meant to be discovered or revealed as part of the different activities" included in this collection (Apedaile & Schill, 2008, p. 7).

This collection provides activities, assessments, and other resources for exploring cultural humility, a concept originally introduced by Drs. Melanie Tervalon and Jann Murray-Garcia in 1998, detailing "a practice that incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient-physician dynamic, and to developing mutually beneficial and nonpaternalistic clinical and advocacy partnerships with communities on behalf of individuals and defined populations" (p. 117). The term has been emphasized in more recent years as a complement and/or alternative to cultural competence.

This collection offers resources on bias, including a self-directed course information and intercultural learning activities to unpack bias. 

This collection offers resources and activities that address the intersection between intercultural learning and growth mindset.

This collection provides resources and activities on humor across cultures.

This collection includes activities, courses, and other resources exploring identity.

This collection provides self-directed training resources on embedding portable intercultural learning modules (PIM), small learning units focused on one or two elements of intercultural competence and/or diversity and inclusion, into your curriculum. In this case, the specific topic of intercultural competence is tricky communication, integrating the intercultural competency of communication.

PIM are turnkey solutions that address the needs of instructors or co-curricular leaders who don't see themselves as experts in these areas. PIM can be embedded within disciplinary course content, and multiple PIM can be integrated throughout a program of study to support learners' development of intercultural competence more systematically.

CILMAR offers all Portable Intercultural Modules (PIM) through Brightspace. The Tricky Communication PIM is also offered through Moodle and Canvas. 

This collection provides self-directed training resources on embedding portable intercultural learning modules (PIM), small learning units focused on one or two elements of intercultural competence and/or diversity and inclusion, into your curriculum. In this case, the specific topic of intercultural competence is teaming, integrating the intercultural competencies of communication and self and other awareness.

PIM are turnkey solutions that address the needs of instructors or co-curricular leaders who don't see themselves as experts in these areas. PIM can be embedded within disciplinary course content, and multiple PIM can be integrated throughout a program of study to support learners' development of intercultural competence more systematically.

CILMAR offers all Portable Intercultural Modules (PIM) through Brightspace. Teaming PIM are also offered through Moodle and Canvas. 

Kris Acheson-Clair is known for her scholarship on the meaning of silence. This Collection is a gathering of her work on the subject.

This collection includes activities and curriculum that can be embedded into the language-learning classroom, as well as research and publications on the topic.

This collection provides video resources to teach and discuss the intercultural development continuum stages. 

This collection provides activities, videos, and articles that pertain to proxemics, the study of how we use communicate with and organize around space.

This collection provides teamwork activities and assessments for multicultural teams to build team effectiveness.

This collection provides resources the detail the history of intercultural learning.

"Cultural Intelligence (CQ) is a specific form of intelligence focused on capabilities to grasp, reason and behave effectively in situations characterized by cultural diversity."  - Ang. et al (2007)

The Cultural Intelligence Assessment evaluates effectiveness in diverse situations by measuring capabilities in four distinct areas: CQ Drive, CQ Knowledge, CQ Strategy, and CQ Action.

In other words, CQ Assessments measures one's

• motivation to interact with people who are different from them
• knowledge about similarities and differences across cultures
• ability to strategize before an interaction with someone who is different from them
• ability to adapt and flex when interactions don’t go according to plan