As a result of this activity, participants will be able to: 1. Give an example of white privilege. 2. Identify colorblindness as a form of white privilege. 3. Express how talking about whiteness can help deconstruct white privilege.

As a result of this two-week reflection, participants will be able to: 1. Consider and articulate more personal details about themselves and their goals. 

As a result of this activity, participants will be able to: 1. Develop awareness of how subtle beliefs and behaviors can affect social interactions in everyday life. 2. Reflect on situations where race, gender, sexuality, disability, weight, and age affect interactions.

This lesson asks participants to consider how self-care advice may be inaccessible or non-inclusive to a variety of populations. During this activity, they will be tasked with creating their own self-care guides and accessing their level of accessibility and inclusivity.

As a result of this activity, participants will be able to: 1. Understand and articulate how we place people into categories. 2. Understand how empathy impacts how we form relationships. 3. Explain how they put people into categories in their lives. 

As a result of this activity, participants will be able to: 1. "Realize what privileges they may not have and/or take for granted." 2. "Recognize that privilege is not only a legal construct but also social, religious, economical, and so on." 3. Understand "how their personal perspective, life situation, etc. influence the types of choices they make" (Bolger, n.d.).

Trigger warning: This film is highly emotional and discusses an actual case of suicide, specifically self-immolation as sociopolitical protest. Man on Fire tells the story of a white minister, Charles Moore, who set himself on fire in 2014 to protest the racism in his small town of Grand Saline, TX.

As a result of using this media resource, participants will be able to:

1. Explore what small town racism looks like in contemporary America.
2. Question the efficacy of Charles Moore’s death by protest in changing the situation.

As a result of using this media resource, participants will be able to: 1. Practice suspending judgement (Openness) and asking deeper questions (Curiosity). 2. Recognize emotional and intellectual dimensions of more than one worldview (Empathy). 3. Recognize new perspectives about own cultural rules (Cultural Self-Awareness). 4. Develop real connections based on deep relationships with other participants, ideally from backgrounds other than their own.  CILMAR thanks diversity educators Dr. Zenephia Evans, Ms. Renee Thomas and Ms. Annette Watters for introducing us to this one!

As a result of this activity, participants will be able to: 1. Describe the phenomenon of identity-based rejection sensitivity and its consequences. 2. Analyze potential solutions that avoid self-fulfilling prophecies of rejection based on a stigmatized identity.

Just what it sounds like. Thanks to Renee Thomas, of Purdue's Black Cultural Center, for teaching us how to teach this one! Renee, your leadership is inspirational!

20-minute imaginative exercise for putting yourself in the space of another being.

30-minute activity. As a result of this activity, participants will: 1. Define empathy. 2. Consider how perspectives toward empathy have changed. 3. Examine the difference between empathy and tribalism. 4. Learn what the "dark side of empathy" means. 

One hour activity. As result of this activity, participants will be able to: 1. Describe the negative and positive aspects of empathy. 2. Develop empathy for those who are different from them. 

As a result of using this media resource, participants will be able to: 1. Understand the ways in which narratives and stories can create stereotypes about people and places. 2. Analyze “single stories” participants may have about specific people or cultures. 3. Demonstrate how “single stories” influence bias and stereotypes in order to complicate and grow out of these viewpoints.

This rubric can be used as a formative assessment to set the tone for appropriate and effective behavior in any group of culturally disparate persons or culture-crossers. It can also be used by an observer or instructor to grade behavior(s) of an individual or a group. Triangulation of observed behavior with expressed self-assessment can, in the hands of a good debriefer or coach, lead to strong "a-ha" moments.

45 minute activity. Suitable for all ages as it uses the metaphor of an elephant and a giraffe to discuss reactions to difference.

Baroni, Alice; Dooly, Melinda; Garc´es Garc´ıa, Pilar; Guth, Sarah; Hauck, Mirjam; Helm, Francesca; Lewis, Tim; Mueller-Hartmann, Andreas; O’Dowd, Robert; Rienties, Bart and Rogaten, Jekaterina (2019). Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Research-publishing.net.

Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE, http://www.evaluateproject.eu/) was a European policy experimentation financed by Erasmus+ which studied the impact of a telecollaborative model of virtual exchange on student teachers. This publication presents the findings of the EVALUATE experimentation and its implications for the education of future teachers. The study found that engaging student teachers in structured online intercultural collaboration as part of their formal learning can contribute to the development of their digital-pedagogical, intercultural, and foreign language competences. It can also lead to innovation and international learning in the education of future teachers.

For this article, individuals from around the world sent in postcard essays that described their feelings and observations as cities being to reopen. Countries/regions represented in the essays include Austria, Latvia, Scotland, and Greece. 

O'Dowd, R., Sauro, S. and Spector‐Cohen, E. (2020), The Role of Pedagogical Mentoring in Virtual Exchange. TESOL Q, 54: 146-172. doi:10.1002/tesq.543

This article focuses on the role of the teacher as pedagogical mentor in virtual exchange and examines the impact of the strategies and techniques that teachers use in their classes to support students’ learning during their online intercultural projects. Qualitative content analysis enabled the identification of the impact of mentoring that took place before the exchange and also revealed insights into what students learned when their own online interactions were integrated into class work. The article concludes by discussing the limitations and challenges of different types of pedagogical mentoring in virtual exchange and by outlining a list of recommendations for carrying out pedagogical mentoring in such projects.

P. Weimann, M. Pollock, E. Scott and I. Brown, "Enhancing Team Performance Through Tool Use: How Critical Technology-Related Issues Influence the Performance of Virtual Project Teams," in IEEE Transactions on Professional Communication, vol. 56, no. 4, pp. 332-353, Dec. 2013, doi: 10.1109/TPC.2013.2287571.

The research question is: How do critical technology-related issues concerning the selection and use of web-based tools influence the performance and satisfaction of virtual project teams? The results contribute to practice by providing a number of guidelines for the management of virtual teams as well as knowledge required by companies wishing to launch projects with virtual teams.

This webinar features Traves Freeland, Assistant Director of Climbing & Climbing Education in Recreation and Wellness at Purdue University. Since Purdue made the transition to online learning, Freeland has adapted team-building exercises that he would normally teach in person for virtual environments. In this webinar, he goes over some best practices for building connections online and demonstrates how he facilitates these activities.

Carine Ullom, a colleague at the University of Ottawa, sent me the link to this recent large scale longitudinal study that documents the impact of virtual exchange on learner development in teacher education programs in Europe. 

I recently created this table to encourage Purdue faculty and staff to explore virtual alternatives to more traditional ways they may have previously engaged students in intercultural learning. I hope it is inspiring!

Lipinski, John (2014) "Virtual Study Abroad: A Case Study," Atlantic Marketing Journal: Vol. 3 : No. 3 , Article 7.

Over 90 percent of US universities sponsor study abroad programs. Students are encouraged to engage in such programs to enhance their educational experience and increase their global awareness in our interconnected world. However, despite these efforts, students who engage in such programs are a rarity. Only 1% of US students pursue a study abroad experience each academic year. In order to address this and make key aspects of the study abroad experience available to a wider range of students, two professors decided to link their classrooms, separated by 5,102 miles, via teleconference and create a virtual study abroad class.

UNESCO and Darla Deardorff collaborated on a concrete method for developing intercultural competence. The method is designed so that facilitators with varying levels of experience and resources can successfully lead the activity.