Just what the title says.

This document lists the instruments cited in the Smackdown video.  Note that in order to open the HubICL "curation card" about each instrument, you'll need to be logged into a HubICL account.

In this video, participants will learn to understand the Intercultural Praxis model and identify concrete examples of each aspect of the cycle (Inquiry, Framing, Positioning, Dialogue, Reflection and Action). 

In this activity, participants will read a case study about a diverse group of students attending an environmental justice event. The students in the case study have conflicting viewpoints about environmental justice based on their own cultural frameworks.

In this book, participants will be able to gain familiarity with the study of communication among cultures, recognize history, power, and global institutions as central to understanding the relationships and contexts that shape intercultural communication, value reflection and action. and practice these tools to create a more equitable world through communication.

This activity can be used in team-building workshops for the dual purpose of introductions and reflection. This facilitation tool is easily adaptable to different contexts, e.g., the activity can be used to facilitate discussion about participants’ progress in class research projects.

For this activity, participants will learn how to build rapport, make introductions, create connections, review names, and become more comfortable with each other.

In this activity, participants will learn how to define and identity personal agendas, and study how personal agendas can create conflicts in a Case Study. Students engage in group and small group discussion to explore their understanding of personal agendas.

This lesson asks participants to reflect on their emotions and practice managing them during interactions that may be tense or uncomfortable. They can choose either to talk with a family member or close friend with whom they disagree on a deeply-held value/belief or to attend an event in which their social identity is minoritized. Either way, they will reflect on their emotions before, during, and after the conversation/event and consider how they might more strategically manage their emotions for future difficult encounters.

This activity asks participants to create their own retelling of a popular movie, comic, novel, or historical event and reflect on their experience of shifting perspectives.

This lesson challenges participants to practice thick description and dig deeper into how culture impacts how people design and use physical spaces. They will choose a space to observe and then write a thick description essay based on the notes that they take.

In this activity, participants read Hollaback’s description of the 5 D’s and the decision tree and then answer several discussion questions. The 5 D’s of Bystander Intervention Training were developed by Hollaback to help combat bias and harassment. The purpose of the 5 D’s is to empower individuals to support someone who is the target of harassment. 

In this lesson plan, participants describe an intercultural interaction. Participants choose an interaction in which they took part, as this will be more beneficial for them in terms of self-awareness. The interaction participants choose should have involved some confusion, misunderstanding, conflict, or offense of some sort, on their part or on the part of others involved, and which may or may not have been resolved. Participants identify who was involved, where they were and under what circumstances, what was said or not said, and what happened. 

This lesson presents the concepts of etic (outsider/objective) and emic (insider/subjective) understanding of culture. The slides explain the differences in these two perspectives, offer motivation for developing emic perspectives by discussing the value of this viewpoint, list some strategies for learning to see a culture from the insider viewpoint, and use concrete (published) case study examples as fodder for practice and instruction. 

This assessment measures: 1. Emotions as possible barriers to effective language learning. 2. Emotional baggage that is brought to language learning situations. 

This cross-culturally validated, free, 14-question survey instrument "... was developed to measure individual differences in a stable sense of interdependence and connectedness with nature."  As such, it relates to capacity for mindfulness and emotional resilience.

This free, research-validated 10 question survey instrument measures the intensity of a person's social need to belong.

This 15-question, free & research-validated instrument measures feeling of social interaction anxiety, as opposed to patterns of behavior that might arise from social anxiety.

Many of the methods suggested for becoming more interculturally competent rely heavily on the idea that there must be direct person-to-person interaction (whether physical or virtual), in order for skills to improve.  This can be anxiety-causing for some individuals; thus using this instrument paired with a debrief may be helpful for more introverted learners. 

This assessment measures: 1. How participants feel about the pace & focus of a learning activity. 2. Other possibilities participants imagine that might feel more comfortable.

This lesson challenges participants to think more deeply about how culture contributes to everyday norms/behaviors and habits. With a partner, they will choose several cards from two sets: cultural contexts and behaviors/norms. Then, they will talk through their life experiences and attempt to “connect the dots” between how their cultural contexts have affected their behaviors/norms in particular scenarios. Finally, they will complete a debriefing reflection on what they learned about themselves and their partner.

This lesson will challenges participants to think more deeply about scenarios that cause unintentional harm. They will first identify several situations where they have either experienced or caused unintentional harm. Then, they will place those scenarios on a Jamboard shared with several group members and reflect on how they felt and how they might have handled the situation differently. 

This lesson challenges participants to consider how a mismatch between intent and impact can cause conflict and develop strategies for mitigating problems. They will first learn the differences between intent and impact and then find real-world examples where intent and impact did not match. 

In this activity, participants are divided into groups and tasked with crafting a diversity, equity, and inclusion (DEI) statement that reflects their team’s beliefs, values, and priorities. 

This lesson challenges participants to consider the complexity of power dynamics and how they affect their professional, academic, and/or personal interactions.