Dr. Shalyse Iseminger discusses the difference that identity makes in online versus face to face classes.

Shalyse I Iseminger (2023). Comparing the Effects of Social Identities: What the BEVI Tells Us About the Difference that Identity Makes in Online Versus Face-to-Face Classes. (Version 2.0). https://hubicl.org/publications/120/2

• Instructional Materials for Portable Intercultural Modules (PIM): Teaming 1, 2, and 3 (1 hr)
  Portable Intercultural Modules (PIM) are small learning units focused on a single element of intercultural competence (one construct from the American Association of Colleges & Universities VALUE rubric for Intercultural Knowledge and Competence). PIM are turnkey solutions that address the needs of instructors who don't see themselves as experts in intercultural learning. They are meant to be embedded within disciplinary course content, and multiple PIM can be integrated systematically throughout a program of study to support students' development of intercultural competence over a longer period of time.
  
  This course presents a helpful orientation to instructors utilizing one or more of the three PIM that focus on communicating effectively within diverse teams. The course provides a general introduction to PIM, explores the theoretical constructs taught in the Teaming PIMs, exemplifies a range of implementation options from more basic to more engaged, and offers suggestions for facilitation. 
  
  The PIM courses are listed below:
  • Portable Intercultural Module (PIM): Teaming 1: Team Communication (2 hrs)
    In this PIM, learners are challenged to identify their own and others' culturally-determined communication patterns and preferences and identify strategies for managing different communication styles.
  • Portable Intercultural Module (PIM): Teaming 2: Self and Other Awareness (2 hrs)
    In this PIM, learners are challenged to identify personal agendas and cultural dimensions to uncover underlying assumptions, attitudes, and actions that can lead to team conflict and identify strategies for managing personal responses and helping a team address conflict together. 

• Global Engineering Competency Scale (10 min)
  This assessment measures self-efficacy, technical coordination, knowledge of professional ethics and standards, and knowledge of engineering cultures. Individuals who use this assessment will become more aware of the elements of engineering competency in a globalized world.
• GlobeSmart Profile (30 min)
  This assessment measures individuals' work styles in order to compare with other cultures, colleagues, and team members. As a result of utilizing and working with this assessment, learners will be able to improve productivity when working with others who have different styles and develop strategies for improved collaboration. 
• Team Assessment - Peer Feedback (1 hr)
  This assessment measures teamwork competencies and is available in English, French, Portuguese, and Spanish.
• Team Values Assessment (1 hr)
  This assessment measures participants "similar and different values and strengths and challenges based on a values profile" (p. 69). 
• Teamwork Rubric (AAC&U) (15 min)
  This assessment measures participants' level of good communication, civil conflict resolution, and a strong but group-oriented work ethic.

• Birds of a Feather (20 min)
  In this activity, participants recognize that people bring different talents, perspectives, and backgrounds to groups and understand the benefits of forming diverse groups.
• Building a Tower (2 hrs)
  In this activity, participants are encouraged to understand that people have different perceptions of the same thing and that there are different interpretations of and meanings to the same verbal or non-verbal expressions, experience misunderstanding of others and being misunderstood, learn to communicate non-verbally and to cooperate on a specific task across communication barriers.
• Building Team Communication (1.5 hrs)
  In this activity, participants are encouraged to "understand a range of communication styles, identify each member's individual preferences and how they can create a team communication profile while honoring individual preferences" (Stringer & Cassiday, 2009, p. 93). 
• Complete the Picture (45 min)
  In this activity, participants interact non-verbally with create connections with one another. Learners are encouraged to develop team-building skills and reflect on how nonverbal communication cues can alter interpretation.
• diversophy® New Horizons (1 hr)
  Note: This game was originally intended for Finnish audiences. English and Arabic translations are available in many instances within the game.
  In this activity, participants move from "ethnocentricity" to "diversophy," a state of higher cultural sensitivity and skill, explore factual knowledge about other cultures, practice intercultural decision-making, team-building and communication skills, and cost/benefit assessment for intercultural interactions, and imagine applications of newfound intercultural competencies in their own lives and work.
• Ecotonos: A Simulation for Collaborating Across Cultures (2 hrs)
  In this activity, participants implement strategies for multicultural collaboration, create their own (fictional) culture, assess cultural attributes and behaviors, and learn about process mapping. 
• Five Ideas (1 hr)
  In this activity, participants articulate clearly the goals and values of their group, listen openly to other groups' goals and values which may diverge from their own, and negotiate solutions that achieve common goals.
• Group Images (45 min)
  In this activity, participants develop team-building skills and reflect on how others interpret words and concepts through body language and movement.
• Hollow Square (1 hr)
  In this activity, participants study dynamics involved in planning a task to be carried out by others and in accomplishing a task planned by others and explore both helpful and hindering communication behaviors in assigning and carrying out a task.
• Improved Solutions (45 min)
  In this activity, participants generate ideas for dealing with briefly-described problems, evaluate strengths and weaknesses of a solution as a team, improve the potential value of a solution, and compare the potential value of two different solutions for handling the same problem through perspective-and frame-shifting. 
• Let's Draw a House (partner activity) (30 min)
  In this activity, participants "experience leader and follower patterns, demonstrate relational and task-oriented perspectives, and discuss personal and cultural influences on behavior" (Stringer & Cassiday, 2003, p. 7).
• Leveraging Mindsets to Facilitate Multiracial Collaborations (2 hrs)
  This activity can be facilitated in groups to help teams of learners "understand that race is not as biological as we initially thought and recognize emerging scientific evidence in support of a more social constructivist mindset of race/ethnicity" (Li & Kung, 2021). 
• Me and My Team (15 min)
  In this activity, participants compare and contrast times in which they have experienced the clash between self-interest and team-interest and discuss the ways that secrecy can reduce trust in a team. 
• One Will Get You Ten (40 min)
  In this reflection, participants generate and share ideas for solving a specific problem or exploring a topic and process take-aways from a shared experience or a dialogue. 
• Pair Sculpt and Group Sculpt (45 min)
  In this activity, participants reflect on their cultural assumptions about expression and emotion, interpret emotional expressions demonstrated in the body language of others, and compare narratives and narrative assumptions about body language expression and response. 
• Personal Agendas in Teamwork (40 min)
  This activity encourages participants to recognize personal agendas and their role in group projects and teamwork, reflect on their own personal agendas, and explore ways of mitigating tensions that personal agendas can create.
• Teamwork Self-Assessment (2 hrs)
  In this activity, designed for students studying abroad, participants reflect on their experiences working in teams, examine communication and intercultural issues that can arise when working in teams, practice identifying sources of behaviors using Hofstede's Power Distance Index, practice reflection and application of teamwork strengths to improve teamwork in a hypothetical situation, and draw connections between the practice of these skills in the hypothetical to real-world applications specific to the culture in which they are studying abroad.
• The Role of Culture in Team Communication (25 min)
  In this activity, participants are challenged to recognize the role of their cultural backgrounds in team communication settings.
• What Do They Bring? (1 hr 10 min)
  As a result of this activity, participants "identify the forms of diversity in a work group and identify the value of the diversity that individuals bring to the group" (Stringer & Cassiday, 2003, p. 173).
• Workthink (20 min)
  In this activity, participants apply Hofstede's cultural dimensions to workplace scenarios and team situations.

This video discusses the history of intercultural learning in several places around the world and the cultural contexts in which the study of intercultural communication was born. 

In this article, Tara Harvey describes the history of intercultural learning through the paradigms that have been used to describe approaches to it. 

In this video, Anastasia Shevchenko explains the origins of intercultural communication, how the combination of anthrology and linguistics formed, the initial pushback Edward Hall received, and how the paradigm came to be formed and implemented. 

Stephanie Doscher and Hilary Landorf from Florida International University discuss intercultural learning at University College Dublin and the importance of faculty's role in supporting and preparing students for a globalized world.
 

In this piece, presented at 1994 SIETAR (Society for Intercultural Education, Training and Research) Conference, Judith Martin presents a history of intercultural learning to shed light on where the field has been, how it has evolved, and where it is now.

This book chapter from Milton Bennett aims to bridge the gap between academic and professional goals and purpose in international education by detailing a history of intercultural communication, learning, and competence.

Cultural intelligence is defined as an individual's ability to function effectively in situations characterized by cultural diversity. With contributions from eminent scholars worldwide, the "Handbook of Cultural Intelligence" is a 'state-of-the-science' summary of the body of knowledge about cultural intelligence and its relevance for managing diversity both within and across cultures. Because cultural intelligence capabilities can be enhanced through education and experience, this handbook emphasizes individual capabilities - specific characteristics that allow people to function effectively in culturally diverse settings - rather than the approach used by more traditional books of describing and comparing cultures based on national cultural norms, beliefs, habits, and practices.The Handbook covers conceptional and definitional issues, assessment approaches, and application of cultural intelligence in the domains of international and cross-cultural management as well as management of domestic activity. It is an invaluable resource that will stimulate and guide future research on this important topic and its application across a broad range of disciplines, including management, organizational behavior, industrial and organizational psychology, intercultural communication, and more.

Ang, S., & Van Dyne, L. (Eds.) Handbook of cultural intelligence. Theory measurement and application. https://doi.org/10.4324/9781315703855

This book explains to those living and working in another country how to identify and develop their Cultural Intelligence, or CQ. Cultural intelligence is an outsider’s natural ability to interpret and respond to unfamiliar cultural signals in an appropriate manner. CQ is distinguished by three core features: the head, or the ability to discover new information about a culture; the heart, or one’s motivation and confidence in dealing with a culture; and the body, or the capability to adapt actions and behavior so that they are appropriate in a new culture. A manager with a high CQ can enter into new cultural settings—national, professional, organizational, regional—and immediately understand what is happening and why, confidently interact with people, and engage in the right actions. Filled with real-world examples and case studies, this book explains how to assess one’s own skills and improve one’s CQ.

Early, P. C., Ang, S., & Tan, J-S. (2010). CQ: Developing cultural intelligence at work. https://doi-org.ezproxy.lib.purdue.edu/10.1515/9781503619715

Cultural intelligence : Individual interactions across cultures

Earley, C., & Ang, S. (2003). Cultural intelligence : Individual interactions across cultures. 

Contains an Appendix with 20 Cultural Intelligence Scale (CQS) questions

Ang, S., Dyne, L. V., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335–371. https://culturalq.com/wp-content/uploads/2019/03/MOR-2007-Ang_Van-Dyne-etc.pdf

Contains a brief diagnostic tool to assess one's CQ

Earley, P. C., & Mosakowski, E. (2004). Cultural Intelligence. Harvard Business Review, 82(10), 139–146. https://hbr.org/2004/10/cultural-intelligence

• Inclusion Competencies Inventory (20 minutes)
  The Inclusion Competencies Inventory is a proprietary, online, research-validated survey instrument which measures Openness to Change, Adaptability, Connecting with Others, Reading Others, Valuing Different Perspectives and Power Sensitivity.
• Creating an Inclusive Classroom (30 minutes)
  This activity encourages participants to identify the challenges faced by students from various backgrounds in an academic setting and develop strategies to promote inclusion.
• Crafting an Inclusion Philosophy (2 hours)
  In this activity, participants will learn to differentiate between the terms diversity, equity, and inclusion (DEI), identify their cultural or personal beliefs, values, and priorities related to DEI, craft a DEI statement that reflects their team’s identity, and apply DEI strategies in real-world, professional contexts.
• Diversity Inclusivity Framework (1 hour)
  This assessment measures the extent to which the following elements of a course foster diversity and inclusion: purpose/goals, content, foundations/perspectives, learners, instructors, pedagogy, environment, assessment/evaluation, and adjustment.
• Label Activity (15 minutes)
  In this activity, participants "experience the effects of inclusion and exclusion in a simulated activity" (Penn State Extension, 2017). 
• Inclusion/Exclusion (45 minutes)
  In this activity, participants explore the "different ways people are made to feel 'included' in and 'excluded' from the learning process" (Gorski, n.d.). 
• Building a House for Diversity (45 minutes)
  In this activity, participants read a fable and identify feelings of inclusion/exclusion as dependent on context, recognize that structural exclusion can exist, and analyze the inclusive and exclusive ways that people and organizations typically respond to diversity.
• For Whom the Cowbell Tolls (45 minutes)
  In this activity, participants listen to a podcast and discuss the process of naturalization, discover how individualism, collectivism, assimilation, and xenophobia factor into naturalization, and learn to explain the idea of "belonging" to a place and outline their own sense of "belonging."
• Self-Care 101 (1 hour)
  In this activity, participants develop self-care guides and assess inclusivity for individuals with differing backgrounds.
• Ritual (10 minutes)
  In this activity, participants experience and discuss feelings of inclusion and exclusion and practice watching and assessing the behavior of others.
• Free Time (10 minutes)
  In this activity, participants explain and critique exclusion and how it feels to be excluded, and describe their emotions related to exclusion and inclusion.
• Exclusion (15 minutes)
  Thiagi's jolt, Exclusion, asks participants to describe their emotions of exclusion and inclusion in a team scenario.
• DOTS--Version 2 (30 minutes)
  This activity, from the Transformer, examines how we silently convey group identification and how we feel belonging or exclusion.

• How Diverse Is Your Universe? 
  In this activity, participants reflect on the identities of people they encounter regularly and are encouraged to exercise awareness around the depth of interaction they have with people who have identities that differ from theirs. 
• Auditing Your Personal Networks 
  In this activity, participants examine their personal and social networks, reflect on the relationships in their lives, gaps in these relationships, and their diversity, brainstorm ways to fill in their relationship gaps and improve their diversity, and analyze their own self-awareness of relationships and diversity.
• Living in a Bubble 
  This activity challenges participants to begin developing deeper relationships with those who are different from them by reflecting on their own personal bubbles and how they might further develop relationships across difference.
• Sense of Belonging 
  In this activity, participants discuss with one another topics that carry different meanings and significance across cultures (e.g., "nature," "community," "learning," etc.), to engage and get to know new people in a new way.
• Speed Friending
  In this activity, participants rotate partners as they ask one another questions, recognizing similarities and differences between themselves and peers, develop group rapport, and grow their cultural curiosity.

This list provides assessments measuring belongingness, connectedness, and/or well-being in individuals. 

• Inventory of Thriving 
  Inventory included on the final pages (Su et al.)
• Friendship Network Grid
  Grid included on the final pages (Hendrickson et al.)
• Imperial College London Resource Tools for Assessing Sense of Belonging
• iLEAD Pre-Loneliness/Belongingness Survey
  Based on:
  • Research Publication (Wu & Yao)
  • Research Publication (Anderson-Butcher & Conroy)
• Need to Belong Scale (downloadable version)
  • Construct Validity of the Need to Belong Scale: Mapping the Nomological Network
  • Need to Belong Scale Online Assessment
• Sense of Belongingness Scale
  Scale items included on p. 198 (Anderson-Butcher & Conroy)
• General Belongingness Scale 
  Scale items included on p. 314 (Malone et al.)
• Short-Form UCLA Loneliness Scale 
  Scale items included on p. 1767 (Wu & Yao)
• The Social Connectedness and the Social Assurance Scales 
  Scale items included on p. 236 (Lee & Robbins)

This link includes yearly plans and reports from the Center for Intercultural Learning, Mentorship, Assessment, and Research to demonstrate organizational strategies and metrics for reaching broader goals. 

"Only a few studies that have examined the effects of participation on an individual's goal acceptance and performance have been conducted within a cross-cultural context. In the present study, we tested for the contingency between the effectiveness of goal-setting strategies and cultural values" (Erez & Earley, 1987). 

Erez, M., & Earley, P. C. (1987). Comparative analysis of goal-setting strategies across cultures. Journal of Applied Psychology, 72(4), 658–665. https://doi.org/10.1037/0021-9010.72.4.658

This LinkedIn article provides 6 considerations when adapting goal-setting strategies and processes cross-culturally.

This article presents research on goals and learning outcomes across nine cultural groups, addressing a gap in goal theory, which has been historically Western-centric.

This book chapter gives an in-depth look at motivation and goal-setting in cross-cultural work contexts.

This study demonstrates validity of "an instrument that measures the extent to which workers must deal with such “motivational job demands”; the Motivational Demands at Work Scale (Mind@Work)" (Taris & Hu).

Taris, T. W. and Hu, Q. (2020)/ Going your own way: A cross-cultural validation of the motivational demands at work scale (Mind@Work). Frontiers in Psychology, (11)(1223), 11:1223. https://doi.org/10.3389/fpsyg.2020.01223

This study presents research on goal-setting and task performance in a cross-cultural workplace in Nigeria of Yoruba, Igbo, and Hausa/Fulani participants.