This collection contains articles that use a variety of intercultural assessment tools, such as IDI, BEVI, IES, and rubrics (e.g., AAC&U) to measure growth of ICC and other intercultural learning outcomes.

In a previous position, I used to get this question a lot: "Why do all of the ______ kids stick together?" Domestic students would ask it about specific nationalities. International students would ask it about students from the US. One particular time stands out, when an English language and culture class asked their instructor why all the Americans stick together, why it was so hard to make American friends, etc. She asked me to come and address them. 

The first exercise in this collection--Language Envelopes--is how I jumpstarted the conversation with that particular class. The rest of the collection contains experiential activities that I wish we had had time to work through that day. I share them in hopes that, if you are asked the same question, you will find them useful.

This collection pulls together all of the rubrics available on the HubICL for assessing intercultural learning.  As of June 2021, there are eight of them.We've also included the Purdue version of the AAC&U intercultural competence rubric which served as a foundational document for the HubICL sorting categories.

Finally, as a bonus, we've including a link to a blog article that explains how to make sense of qualitative data!

Global Dynamics provides research, training, and coaching in cross-cultural competence, global mindset, diversity and inclusion, unconscious bias, global leadership, teambuilding, and virtual workforce effectiveness. 

This collection includes articles published by Global Dynamics, as well as a short memoir by Dr. Neal Goodman, CEO of Global Dynamics. 

This collection contains journals in the field of intercultural learning, intercultural communication, and scholarship of teaching and learning. 

The activities featured in this collection help participants get to know one other and build community together. 

According to McArthur (2016; see article within this folder):

"Assessment for social justice is a two-pronged concept.  It refers both to the justice of assessment within higher education, and to the role of assessment in nurturing the forms of learning that will promote greater social justice within society as a whole."

This collection includes definitions, models, a list of case studies, a list of suggested instruments, and more. Assessment for Social Justice is a relatively new area of professional practice which coalesced into a movement in North America in 2018.  It has a rich scholarly & theoretical history, however, dating back to at least 1977.

This collection features Purdue's journey to scale up intercultural learning by embedding it into the curriculum. 

Resources for Mentoring Undergraduate Research in Global Contexts (MURGC) generated by the MURGC thinktank led by AAC&U, Elon's Center for Research on Global Engagement, the Forum on Education Abroad, and Purdue's CILMAR

A collection of well-being resources, webinars, research, and more, to combat the COVID-19 pandemic. 

This is a collection of potentially useful articles for introducing cross- and intercultural topics, attitudes, and perspectives. These articles are not yet associated with experiential activities. Therefore, caution should be used when sharing these articles with participants, especially for inexperienced practitioners. Some of the content in these articles may be polarizing and without proper context, facilitation, and debriefing may cause participants to shut down, become combative/defensive, or reject ideas intended to foster growth. Use with caution.

This is a collection of potentially useful videos for introducing cross- and intercultural topics, attitudes, and perspectives. These videos are not yet associated with experiential activities. Therefore, caution should be used when sharing these videos with participants, especially for inexperienced practitioners. Some of the content in these videos may be polarizing and without proper context, facilitation, and debriefing may cause participants to shut down, become combative/defensive, or reject ideas intended to foster growth. Use with caution.

This collection contains resources (such as activities, readings, etc.) that can help foster civil discourse across difference. 

The tools in this collection address the concept of emotion labor and ask participants to consider how emotion labor affects themselves and others.

These tools use films to facilitate intercultural learning. 

The reports available in this collection demonstrate CILMAR's cycle of assessment. Each year, CILMAR publishes a planning report that establishes the organization's goals for the year. Then, staff members write up a final report assessing whether or not those goals were met. 

When you need an intercultural activity and only have a deck of playing cards, these tools will work. 

These interactive tools use board games to teach intercultural competence.