This activity challenges participants to build empathy and a sense of team identity by listening and sharing in response to "five nosy questions."

This activity (not open access) encourages participants to discuss their values in a group and examine how values are determined by experience and culture. 

This activity from Sparrow (not open access) can be found in Gochenour's Beyond Experience: The Experiential Approach to Cross-cultural Education. In this activity, participants will examine cultural identity and self-awareness by assessing how their beliefs and cultural attitudes have changed from childhood to adulthood. 

This activity from Sparrow (not open access) can be found in Gochenour's Beyond Experience: The Experiential Approach to Cross-cultural Education. In this activity, participants will reflect on the concept of "tribal identity."

This activity includes a list of 30 questions around topics of social identity. 

This activity includes a range of 200 questions to get to know someone.

This activity challenges participants to interrogate the complexity behind how culture affects an individual’s worldview. 

This activity challenges participants to develop an attitude of intercultural openness by initiating and developing relationships with people who are culturally different from them. 

This activity challenges participants to reflect on their identities and how they are perceived in different contexts. They will consider identities such as race, gender, and sexual orientation and contemplate how those identities may be privileged in different environments and therefore affect their interactions with others.

We often hail curiosity in getting to know culturally different others as an interculturally competent trait, but not many tools exist to help develop skills for deploying curiosity appropriately. This activity dives into the inner workings of curiosity. Participants will be challenged to reflect on their embodied experiences of acting on curiosity with culturally different others and to imagine possible approaches to satisfying curiosity that balance their own desire for learning with the rights and needs of others.

This activity challenges participants to seek information in creative ways. They will engage in a conversation and attempt to learn more about their partner without asking them any questions. Then, they will consider the role of questions in conversations and discuss their advantages and disadvantages.

This activity uses the Kahoot! Learning platform to teach participants about the five Intercultural Development Continuum stages. Participants are presented with questions and statements that reflect each stage and they must choose the stage within which the question or statement falls.

This document outlines the key elements of effective debriefing.

This blog includes important tips, frameworks, and activities to create opportunities for meaningful debriefings.

This is a link to the full YouTube Forum 2021 playlist including interviews with authors of the invited articles in the Special Issue on Assessment as Pedagogy in Education Abroad from Frontiers: The Interdisciplinary Journal of Study Abroad.

This video demonstrates how to facilitate two emotion labor activities (both within this collection) within a group.

This worksheet was originally developed for coping with the things that bug us when interacting across difference and dealing with life transitions, but the tools within it can be applied across a whole host of situations, including those that demand emotional labor. This activity encourages participant to name frustrations and consider self-care activities for de-stressing.
 

This Frontiers article and YouTube author interview (each linked above) present a successful test of "an alternative for building intercultural effectiveness -- a glocal classroom (GC) pedagogy highlighting assessment as learning" (Dunn-Jensen et al., 2021). 

Authors: Linda M. Dunn-Jensen, Joyce S. Osland, and Pamela M. Wells

The authors in this Frontiers article (linked above) present "a case study for the use of assessment as pedagogy including an overview of the HEGC! [Higher Education in the Ghanaian Context] Program, assessment strategies used, and pedagogical incorporation for the course...[and] conclude with a list of implications for study abroad and assessment practices" (Martin et al., 2021).  

Authors: Jillian Martin, Candace M. Moore, Alexis D. Foley, and Kiyah T. McDermid

This Frontiers article and YouTube author interview (each linked above) present a qualitative study in which "photo narratives...were collected and analyzed to understand the existing student experience across eight short-term study abroad programs from three different institutions in Texas" (Nguyen, 2021).

Author: Annie Nguyen

This Frontiers article and YouTube author interview (each linked above) "explain the mechanisms the MEST [Middle East Study Tour] uses for assessment and how this aligns with the goal of the program to expose students to the real world of political struggles and career development" (Hardy & Totman, 2021).

Authors: Mat Hardy and Sally Totman

The authors of this Frontiers article (linked above) "document the implementation of intercultural learning activities throughout a semester-long course and a 9-day trip to Vietnam" (Grant et al., 2021). 

Authors: Jacie Grant, Kris Acheson, and Elizabeth Karcher

The authors in this Frontiers article (linked above) "compare[s] the effects of an intercultural development program on students' Cultural Intelligence (CQ) compared with students in a summer research program who did not receive the intervention" (Chang Alexander et al., 2021). 

Authors: Kristofer Chang Alexander, Luke T Ingersoll, Charles A. Calahan, Monica L. Miller, Cleveland G. Shields, John A Gipson, and Stewart Chang Alexander

This Frontiers article and YouTube author interview (each linked above) "examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed...[and also] provide[s] suggestions for improvements" (Cartwright et al., 2021).

Authors: Chris Cartwright, Michael Stevens, and Katharina Schneider

The authors of this Frontiers article (linked above) "examine the impact of assessment and instructional practices in a compressed-format physics abroad program for life science students from a large U.S. university system" (Ho et al., 2021). 

Authors: Hsiu-Zu Ho, Yeana Lam, Kelly Wahl, Eric Yao, Jackie Grant, and Padraig Dunne