In this activity, participants use the SWOT analysis method to critically analyze and revise intercultural and linguistic goals set at the beginning of the semester abroad experience, practice deeper reflection on weaknesses and challenges in order to make informed revisions to those goals, critically consider the influence of their context and assumptions on goal setting, and prioritize evidence and perspectives to draw logical conclusions in the revision of past goals.

This activity is designed for students who are studying abroad.

In this activity, participants contemplate and explain their culture-learning goals for their time during their semester abroad, develop logical and consistent plans to attain goals, and identify multiple approaches for attaining goals.

This activity is designed for students who are studying abroad.

In this reflection activity, participants articulate a nuanced understanding of one domain of intercultural knowledge and competence from the AAC&U Intercultural Knowledge and Competence VALUE Rubric, list activities that will help them personally develop in that domain, and identify evidence that signals they have personally developed in that domain.  

In this activity, participants experience and articulate emotions related to expectations and failure or success in goal-setting, compare the simulation scenarios to everyday communication with regard to goal-setting, and develop and implement successful goal-setting strategies, both in terms of communication and the goals themselves. 

In this activity, participants "develop and carry out an individualized learning plan," learn to "be more responsible, independent and directed in [their] learning," and "generate a statement on what it means to be a global citizen and to engage in a self-reflective process toward becoming a global citizen" by developing their own learning contract with their instructor (Ogden, 2009).

Ogden, A. (2009). Global learning contract. UK Education Abroad Faculty Toolkit. https://www.uky.edu/toolkit/node/5

This learning and dialogue method was developed by Darla Deardorff to provide spaces for learners to grow in their intercultural competence skills. In this activity, participants practice listening for understanding, demonstrate respect, curiosity and empathy for others, and develop relationships with culturally different others.

This article, from Sadiya Ansari at The Guardian, explores methods for open conversation and listening to understand based on research and findings on what tends put up and pull down walls in dialogue.

This video is informative for those who are working to incorporate aspects of invitational rhetoric into their interactions. Sharon Kristjanson offers 3 phrases to consider when engaging in conversation, "Ask yourself, 'How am I interpreting this?,' 'What do I not know?,' and say to the other person, 'Tell me more'" to engage in "discovery instead of debate...and transform any interaction into a creative possibility" (Kristjanson, 2021). 

Kristjanson, S. [TEDx Talks]. (2021, May 17). How unexamined judgments skew our understanding of the world \ Sharon Kristjanson \ TEDXWILMETTE. [Video]. YouTube. https://www.youtube.com/watch?v=b2pDFlCL7wM

This organization's mission is to "“bring Americans together to bridge the partisan divide and strengthen [our] democratic republic.” They offer spaces for debate and workshops to learn skills for constructive conversations, finding common ground, and more. This could be used by practitioners as a case study to analyze and apply an invitational rhetorical lens. 

In this activity, participants identify elements of civil discourse, reflect on the meaning and importance of civil discourse, reflect critically on their own ability to conduct civil discourse, and imagine future scenarios engaging in civil discourse. This activity employs several aspects of invitational rhetoric including active listening and civility and could be used by practitioners to explore invitational rhetoric further with learners. 

A mother and son record a conversation discussing their differing views in this USA Today article. Practitioners might consider using this as a case study upon which to apply the lens of invitational rhetoric and encourage learners to analyze the conversation from the viewpoint of invitational rhetoric. 

In this video, Celeste Headlee lists 10 helpful ideas for entering into meaningful and productive conversations. 

This article by Bone et al. explores common critiques of invitational rhetoric while presenting a case for its effectiveness in challenging situations. 

This article introduces the Aids Memorial Quilt, a memorial for individuals who died of AIDS. The quilt was meant to represent and honor these individuals, communicating their stories and making room for the stories of many existing all together in one space rather than competing for space or debating with one another. 

In this activity, participants will articulate and critique current and alternative rhetorical approaches, reframe traditional rhetorical practices that end in win and loss and develop ways of conceptualizing and honoring opposing viewpoints that exist in the same space, and consider new and inviting ways of engaging with those who hold different opinions and perspectives.

In this activity, participants will discuss differing perspectives with the goal of mutual understanding rather than persuasion.

This scholarly article is the original proposal of invitational rhetoric by Sonja Foss and Cindy Griffin.

This resource provides possible debate topics to practice using invitational rhetoric rather than debate.

This YouTube video from Kris Knutson is a 12-minute introduction to Invitational Rhetoric. 

• We Need to Retire the Term “Microaggressions," an article
• The Problem with Research on Microaggressions, an article

• Language Matters: Considering Microaggressions in Science, a publication
• Racial Microaggressions in Everyday Life, a publication
• “Treat Them Like Human Beings”: Black Children’s Experiences with Racial Microaggressions in Early Childhood Education During COVID-19, an publication

Although not research, the Global Studies Curriculum is aligned with the constructs behind the BEVI assessment tool; thus, it might be of interest to those perusing this Collection. For more information, please go to A Customizable Learning Experience That Prepares Students For An Interconnected World – CoreCollaborative International.

• Questions Across Cultures, an activity
• Addressing Microaggressions, an activity
• Counter-Storytelling, an activity
• Identity-Based Rejection Sensitivity, an activity
• Five D's of Bystander Intervention Training, a resource and discussion guide

• HubICL Professional Development Zone Courses: A self-guided learning module on Recognizing and Addressing Microaggression, a free online course
• Myth of whiteness #2: Silent = Neutral, an article
• Understanding Microaggressions: What They are and How They Affect the Workplace, an article
• When and How to Respond to Microaggressions, an article
• Dear Educators, a Balm for Deep Cuts: Navigating Racial Microaggressions at School, an article
• Nine Out of Ten Teachers Want Anti-Racism Training, says New Research from Centre for Mental Health and Not So Micro Campaign, an article
• How bystanders can shut down microaggressions, an article
• Anti-Racism Action Guide: Recognizing and Responding to Microaggressions, a guide
• Portable Intercultural Module (PIM): Tricky Communication: Intent vs. Impact, an online embeddable learning module

• Global Science Partnerships Learning Community: The First Six Years
• Interaction of empathy and culture: a review