This assessment measures four modalities of one's preferred learning style: visual learner, read/writer learner, auditory learner, kinesthetic learner.

The assessment is available for participants to take online (see the Links and Source section of this tool). 

This quiz helps participants understand and assess the concepts of universalism and particularism. It is available in the University of the Pacific's What's Up with Culture module 1.4.3 (see the Links and Source section of this tool). 

This quiz helps participants understand the differences between personal, cultural, and universal behaviors and also learn how to identify them.

The original quiz is in Storti's Figuring Foreigners Out: A Practical Guide, but a similar activity is available in University of the Pacific's What's Up with Culture online modules (see the Links section of this tool).

In this activity, participants discuss how current events and social media have contributed to tribalism and a decline in empathy. They also describe their own experiences with selective empathy and their participation in "tribes."

Facilitators/instructors can adapt this activity to an online learning environment by asking participants to write an essay based on the discussion questions on the instruction sheet in the Downloads section of this tool. Participants could also engage in discussion through an online discussion board or through a video chat platform such as Zoom or Google Hangouts.

This assessment measures participants' empathetic abilities. It is available in English, Korean, and Turkish.

An online version of the assessment is available in the Links section of this tool. 

This activity helps participants to relax and focus on the process of breathing and the present moment.

The audio file is available in the Links section of this tool, so participants can complete this activity individually on their own time.

In this activity, participants write a short poem that describes where they're from.

Participants can complete their poems on their own time and share with them others through an online discussion board.

The SWOT analysis method used in this activity helps participants to critically analyze and revise intercultural and linguistic goals, 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. It is designed for students who are studying abroad but could be adapted to other contexts.

This activity is already designed for an online learning environment, and all of the materials associated with it are available in the Downloads section of this tool.

This episode of Storytalking with Lakshya helps participants to recognize that stories are vehicles that can be used for both good and evil as well as discuss how religion, culture, and history can be understood as stories. 

A link to this podcast is in both the Links and Source sections of this tool. Participants can listen to the podcast individually on their own time, and facilitators/instructors may choose to add a reflective component where participants record their thoughts in an online discussion board or blog. 

This activity helps participants consider how various aspects of their identity affect them in different social situations (e.g., how certain identities may be privileged in certain spaces but marginalized in others). 

All of the materials required for this activity are available through the LSA Inclusive Teaching Initiative at University of Michigan (see the Links section in this tool). Participants can complete this activity individually on their own time and then post it to an online discussion board so that they can compare their experiences to their peers, or they can send the worksheet to the facilitator/instructor once it is completed. 

This worksheet helps participants to describe and reflect on their identities in terms of social categories like race, gender, sexual orientation, etc. 

All of the materials required for this activity are available through the LSA Inclusive Teaching Initiative at University of Michigan (see the Links section in this tool). Participants can complete this activity individually on their own time and then post it to an online discussion board so that they can get to know their peers, or they can send the worksheet to the facilitator/instructor once it is completed. 

This assessment measures participants' sense of social connectedness. It is available in the Downloads section of this tool. Participants can complete the assessment individually and then send the results to the facilitator/instructor.

This activity helps participants contemplate and explain their culture-learning goals for their time during their semester abroad. It also enables them to develop logical and consistent plans to attain goals, as well as identify multiple approaches for attaining goals. It is designed for students who are studying abroad, but it can be adapted for other contexts.

This activity is already designed for an online learning environment, and all of the materials associated with it are available in the Downloads section of this tool.

This assessment measures participants' sense of loneliness. It is available in the Downloads section of this tool. Participants can complete the assessment individually and then send the results to the facilitator/instructor.

This assessment measures participants' sense of belongingness. It is available in the Downloads section of this tool. Participants can complete the assessment individually and then send the results to the facilitator/instructor.

This assessment measures mindful self-empathy and emotional resilience in the stressed individual and self-awareness of cultural discomfort in a new context. 

Both the self-care wheel and the accompanying worksheet are available in the Downloads section of this tool. Participants can complete this activity individually and then send it to the facilitator/instructor.

This activity allows participants to evaluate their self-awareness of their cultural identity and their core cultural values. It is designed for students who are studying abroad but could be adapted to different contexts.

All materials associated with this activity are available in the Downloads section of this tool. Participants can complete this activity individually on their own time and then send it to the facilitator/instructor.

This assessment measures interpersonal communication. academic and work performance, community involvement, ecological adaptation, and language proficiency. Additionally, instructors or learners who use the instrument will become more aware of their ability to adapt to a new culture, and possibly also more attuned to the emotional cost of doing so.

The assessment is available in the Links section of this tool. Participants can complete this survey on their own time and send their results to the facilitator/instructor. 

This activity helps participants to increase their self-awareness as well as their awareness of others and learn how to slow down before reacting.

The instructions for this activity are in the Downloads section. The instructions are written for a group, but individuals could do this exercise on their own. 

This worksheet helps participants to describe and reflect on their identities in terms of their skills, favorite books/movies, hobbies, etc. 

All of the materials required for this activity are available through the LSA Inclusive Teaching Initiative at University of Michigan (see the Links section in this tool). Participants can complete this activity individually on their own time and then post it to an online discussion board so that they can get to know their peers, or they can send the worksheet to the facilitator/instructor once it is completed. 

This worksheet allows participants to apply the metaphor of a pendulum to their own experiences for a more robust and realistic understanding of their own intercultural competence, reflect on the outside forces/events/environmental factors that impede their development of intercultural competence by pulling them towards a focus on similarity and difference, and identify strategies and behaviors they can employ to stay balanced and maintain their intercultural competence.

The worksheet is available in the Links section of this tool. The link leads to a publication in the HubICL research repository where it can be downloaded. Then, participants can complete the worksheet individually on their own time and send it to facilitators/instructors.

This assessment measures the degree to which a participant is comfortable with being challenged by difference. 

The assessment is available in the Downloads section of this tool. Participants can complete it individually on their own time and then send the results to the facilitator/instructor.

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

All the materials required for this activity are available online (see both the Links and Downloads sections of this tool), and participants can complete the activity individually on their own time. 

This activity enables participants to examine what kind behaviors bother or challenge them, learn about their emotional "hot buttons," and plan for ways to manage their reactions to "hot buttons" behaviors. 

Michael Vande Berg created a version of this activity that is available online (see the Links section of this tool). Participants can complete this activity individually on their own time and then send it to facilitators/instructors. 

This assessment measures emotions as possible barriers to effective learning, as well as emotional baggage that is brought to learning situations. 

This assessment is available online (see both the Links and Downloads sections in this tool). Participants can take the quiz on their own time and send results to the facilitator/instructor.