It's obvious, but learners bring varying mindsets (e.g., polarization vs. minimization), attitudes, and experiences. To support their intercultural growth requires more than knowledge dissemination (e.g., lectures) and instead more experiential, transformational, constructivist pedagogies/andragogies. This table offers a series of continua to help you reflect on your classroom practices. 

This activity (also in the HubICL, but quicker to access through this link) is great for helping students learn cultural values concepts such as monochronic vs. polychronic time orientation, individualism vs. collectivism, directness vs. indirectness, etc., and identify their own values, including the fact that they likely already adapt according to context. It's set up for use in study abroad but works just as well as a self-awareness activity for discussion with a partner or in small groups. 

When the HubICL was created, there was a debate as to whether it should be a library (collect as much as possible) or a museum (curate the best). It has morphed into both.

1. To locate activities and assessments: Go to Digital Toolbox in the drop-down menu under Discover at the top..
2. "Museum": Activities with lesson plans (clickable little book icon on the right of an activity). 
3. Searching for an activity (left side in Digital Toolbox): You don't have to click every parameter. I usually ignore all except the AAC&U Rubric Outcomes and cost.
4. Click "Clear filter" -- toward the bottom on the left side menu-- after every search.
5. For DEI, emotional resilience, and teamwork activities: Click "Advanced Search" (left side menu in Digital Toolbox), then "Theoretical Frameworks" (top middle) and scroll down. 
6. Contribute! Your reviews, activities, etc., are welcome. Feel free to ask me for a quick walk-through if you want to add anything.

This activity encourages participants to engage with and share characteristics and identities with which they resonate. 

*This activity does not provide participants with category prompts.

This lesson plan contains all 7 activities listed in this collection, with specific guidance for facilitating each.

Page 42 of the handbook link offers a lesson plan for Identity Molecule, an activity which asks participants to name five social categories with which they identify. This is the same activity as the first part of The Paseo (Circles of Identity). 

*This activity does not provide participants with category prompts.

This activity encourages participants to engage with who they are and how their identity influences their choices and actions. It includes two parts - the first, an individual guided reflection time, and the second, a time of sharing stories. 

*This activity does not provide participants with category prompts.

This activity engages participants' self-awareness by encouraging learners to reflect on the concept of identity and the identities with which they identify. Participants are also encouraged to explore diversity and the realities of identifying with more than one identity.

*This activity does not provide participants with category prompts.

"The Circles activity engages participants in a process of identifying what they consider to be the most important dimensions of their own identities. Stereotypes are examined as participants share stories about when they were proud to be part of a particular group and when it was especially hurtful to be associated with a particular group" (Gorski, n.d.). 

*This activity does not provide participants with category prompts.

"The Personal Identity Wheel is a worksheet activity that encourages students to reflect on how they identify outside of social identifiers. The worksheet prompts students to list adjectives they would use to describe themselves, skills they have, favorite books, hobbies, etc. Unlike the Social Identity Wheel, this worksheet does not emphasize perception or context. It is best used as an icebreaker activity or in conjunction with the Social Identity Wheel in order to encourage students to reflect on the relationships and dissonances between their personal and social identities. The wheels can be used as a prompt for small or large group discussion or reflective writing on identity by using the Spectrum Activity, Questions of Identity." (LSA Inclusive Teaching Initiative, University of Michigan, 2017).

*This activity provides participants with identity category prompts. 

In this activity, participants are encouraged to "consider their identities critically and how identities are more or less keenly felt in different social contexts, recognize "how privilege operates to normalize some identities over others," and appreciate "their shared identities...as well as the diversity of identities" (LSA Inclusive Teaching Initiative, University of Michigan, 2017).

*This activity provides participants with identity category prompts. 

One rubric follows the "what/so what/now what" model of critical reflection (google for info). The other is more general. Important is teaching critical reflection to help students make sense of their experiences. 

Formative assessments developed using the definitions and descriptions of each component identified on the Association of American Colleges and Universities (AAC&U) VALUE Rubrics for each construct. Can also be used as indirect measures of student learning by collecting data in retro-pre/post mode. 

Each assessment uses Bloom's Affective Domain in a 6-point Likert type scale to assess student and program outcomes.

See My Plan for Intercultural Growth for a way of using the ASKS survey as a tool for students to determine and direct their own growth in one area.