This quiz helps participants to understand the differences between monochronic and polychronic time, as well as identify which cultural behaviors align with this cultural value dimension.

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).

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.

This reflective activity helps participants to understand the experiences of individuals who have been displaced from their homes.

All of the materials needed for this activity are available in the Links section of this tool, and a majority of the activity can be completed by participants individually on their own time. 

This activity helps participants understand how their identities have developed over time as a result of their cultural environment.

The materials required for this activity are all available in the Links section of this download. The individual portion of the activity can be completed by participants on their own time, and the group portion could be completed over an online discussion board or video chat. 

This inventory (available in the Links section of this tool) helps participants to reflect on their cultural values and understand differences in values within and across cultures.

For online learning environments, facilitators/instructors can ask participants to complete the inventory on their own time and then send their results electronically.

This activity is meant to help participants keep a record and reflect on their language learning while they are studying abroad, but it could be adapted to other contexts.

This activity challenges participants to begin developing deeper relationships with those who are different from them. They will read The Atlantic article, “These are the Americans who live in a bubble” (in the Links section of this tool) and use it to reflect on their own personal bubbles and how they might further develop relationships across difference.

Participants can fill out the handout included in the Downloads section of this tool on their own time. Then, instructors can choose to have participants answer reflection questions in an essay, or discuss them through an online discussion board or video chat. 

This assessment measures how participants' values are expressed through behavior. 

This exercise can be completed through the University of the Pacific's What's Up With Culture? modules. This particular activity is module 1.2.2.

This activity helps participants to identify the Intercultural Development Continuum stages and analyze the benefits/risks of each stage. 

Kahoot is an online platform with distance learning tools. Facilitators/instructors can create quiz questions through Kahoot, and participants can answer from their own computers or smartphones. 

In this activity, participants are asked to keep a journal where they analyze and reflect on cultural experiences. 

Facilitators/instructors can adapt this activity for online learning by asking participants to journal through blogs. 

This assessment measures four facets of empathy: perspective-taking, empathic concern, personal distress, and fantasy (ability to imagine oneself in another's situation).

The index is available online (see the Links section in this tool), and participants can take it on their own time and send results to the facilitator/instructor.

This massive open online course (MOOC) helps participants to improve their intercultural competency to succeed in a diverse workplace.

This activity is designed for students who are studying abroad but could be adapted to other contexts. 

This activity enables participants to introduce themselves to other classmates/group members as well as consider cultural factors that led to their study abroad experience, or another type of experience.

Participants can complete this autobiography on their own time and then share it with their classmates/group members through an online discussion board.

This assessment measures foundational components of intercultural competence: cultural self-awareness, knowledge of worldview frameworks, empathy, openness, communication, and curiosity.

There is an electronic version of this assessment (see the Links section of this tool). 

This activity helps participants to understand the differences between individualist and collectivist cultures and identify which cultural behaviors align with this cultural value dimension.

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

This assessment measures participants' general sense of belongingness and loneliness.

This assessment can be completed by participants in their own time (see the Downloads section in this tool) and then sent to facilitators/instructors.

This activity asks participants to write a poem that reflects on themselves as cultural beings, connect with others across identity borders, as well as compare and contrast the cultural influences in their lives with other participants.

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

This activity asks participants to write a poem that reflects on specific details and feelings about life and memories as well as build new connections with their own cultural heritage.

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

This online tool will help participants gain a better understanding of Hofstede's cultural value dimensions (e.g., individualism/collectivism, power distance, etc.), learn some trends in values across different national cultural contexts, and compare/contrast different national cultures with their home country culture with regard to these value dimensions.

This activity allows participants to interpret details from daily experience and discriminate between various sets of cultural expectations.

This tool includes 17 guided writing exercises that can be used during study abroad or other types of intercultural experiences. Participants can complete these writing exercises on their own time and send them to facilitators/instructors once they are completed.

The goal of this activity is to instill a growth mindset in STEM students and help them to mitigate problems such as stereotype threat. 

There are two different writing assignments included in the activity instructions (see the Links section in this tool), as well as two short videos for participants to watch before completing the assignments. The facilitator can choose which one they prefer, and students can complete the assignments on their own time and then turn them online. There is also a version of this activity for middle school students in Links. 

This assessment measures five facets of global-mindedness (responsibility, cultural pluralism, efficacy, global-centrism, interconnectedness). Instructors or learners who access the instrument will be better able to differentiate between the commonly confused concepts of "Intercultural Competence" and "Global Citizenship.

To adapt this assessment for an online learning environment, facilitators/teachers can transcribe the questions from the dissertation in the Source section of this tool into a document and send that document to students. Alternatively, if they are using an online learning management system (such as Blackboard or Brightspace) that allows instructors to create assessments and quizzes, they can ask participants to answer questions using that platform. 

In this activity, participants choose a global issue to analyze. This activity is designed specifically for study abroad students so they can learn more about their host country, but it can be adapted to use in other contexts.

Since the majority of the activity is a writing assignment, it can be completed by participants on their own time and turned in online.

This assessment measures foundational components of intercultural competence: global self-awareness, perspective-taking, cultural diversity, personal and social responsibility, understanding global systems, and applying knowledge to contemporary global contexts.  

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

This activity addresses global health issues and helps participants to better understand how health policy and advocacy affect healthcare outcomes across the world.

This activity requires participants to write an issue brief, field journal, and policy brief, which can be completed on their own time and turned in electronically. There is also a discussion portion, which can be done through an online discussion board or video chat. The presentation portion can either be removed, or instructors can ask students to record themselves presenting on their health issue and policy recommendations.