In this activity, participants learn to deal with and express their emotions, develop comfort with others' expressions of emotion, and develop empathy for others and practice empathetic listening. 

In this activity, participants identify expectations for an intercultural experience and practice active listening.

While playing this game, participants practice suspending judgment and asking deeper questions.

Participants get the opportunity to listen to other's poems and compare and contrast the cultural influences in their lives with other participants. 

This assessment measures participants' ability to goal-set for communicative competence in seven different domains of communication, including listening, writing, and presentational speaking.

This activity allows participants to practice listening to other's experiences and perspectives without judgment. 

This assessment measures four modes of receiving verbal information: receptive listening, consensus-based listening, exploratory listening, and action listening.

This activity helps participants increase their level of curiosity about others and develop active listening skills. 

This activity asks participants to reflect on the meaning and importance of civil discourse, which includes listening to other points of view. 

Participants use photos to engage in active listening. 

In this activity, participants identify what to do and what to avoid in becoming more inclusive, analyze sentences to develop a checklist for increasing inclusive behaviors, and identify friendly behaviors that make outsiders feel welcomed and valued. 

One of the activities in this tool's lesson plan asks participants to analyze the movie Jojo Rabbit using the Intercultural Development Continuum (IDC). 

This worksheet enables participants to apply the metaphor of a pendulum to their own experiences for a more robust and realistic understanding of their own intercultural competence.

In this activity, participants are asked questions that get them to identify the Intercultural Development Continuum (IDC) stages and analyze the benefits and risks of each stage. 

This activity challenges participants to familiarize themselves with the intercultural development continuum (IDC) and understand how the orientations on the continuum manifest through people’s attitudes and behaviors. They will draw cards with various statements on them and try to identify the orientation associated with that statement.

This publication presents a new metaphor for understanding and explaining the Intercultural Development Continuum.

This report discusses learner outcomes of 24 "faculty-led" programs ranging in length from one to four weeks abroad, and compares outcomes of leaders who have had intercultural mentoring training as opposed to those who have not.

This report discusses institutional outcomes of 2016-17 short-term "faculty-led" programs; both those programs which used qualitative assessment methods and those which used quantitative. It also analyzes the effect of leader pedagogy training on outcomes.

This report serves as an exemplary case-study in how student affairs staff can, using backwards design and formative assessment methods, more effectively mentor under-represented students towards greater professional confidence and competence. It details a very conscious connecting of all learning activities to the AACU Intercultural Competence Rubric and evaluation of outcomes of that effort using the Intercultural Development Inventory (IDI), a self-designed survey on confidence and competence, and open-response questions.

This presentation, given at the CILMAR "Scaling Up" institute in 2018, nicely weaves together the literature on intercultural mentoring (see definition in Paige and Goode, 2009) and globalizing Engineering Education.

This white paper describes the instructor’s efforts to add a one-credit “culture-general” certificate program to a popular six-week summer study abroad program in Florence, Italy.

This white paper summarizes major findings of an in-progress study analyzing learning outcomes of two types of mentoring during semester-long study abroad, as compared to a control group (which received no mentoring while abroad).

Participation in a service-learning (SL) study abroad (SA) program has been shown to enhance cultural competence (Krishnan, Richards & Simpson, 2016) as measured via the Public Affairs Scale (PAS; Levesque-Bristol & Cornelius-White, 2012).

This study corroborates previous findings on the effectiveness of mentorship in study abroad and offers innovations for scaling up institutional efforts to support intercultural learning to reach larger numbers of students.

In this report, which serves as a meta-analysis of one year’s short-term study abroad outcomes at a public land-grant university, qualitative methods were used to analyze program leaders’ professional practice. The findings suggest that program leader training in reflective intercultural pedagogies supports more effective teaching and learning.