In this activity, participants will identify their own core values and reflect on how those values are shaped by their cultural context. They will also consider why they hold some values over others. 

In this activity, participants reflect on the various dimensions of identity and potential sites of privilege or barriers that are associated with these dimensions.

This activity enables participants to reflect on privilege and social power, as well as understand how certain identities privileged over others affect our behaviors, how we view ourselves, and how we view others. 

This activity helps participants understand stereotypes and discrimination and how they affect different groups of people, especially in terms of systemic oppression.

During this activity, participants provide an example of white privilege, identify colorblindness as a form of white privilege, and express how talking about whiteness can help deconstruct white privilege.

This activity helps participants to understand the concepts systemic oppression, privilege, and power, and how they all relate to each other. It also allows them to reflect on the ways in which they and others are both advantaged and disadvantaged in society.

This article defines white privilege and lists ways that people with white privilege can move beyond guilt or defensiveness and even use it in ways that benefit all people.

This activity will enable participants to understand different perspectives, build empathy, and become aware of privilege and how it affects power dynamics. It will also help them to learn why privilege matters and how it impacts their lives, as well as develop skills in communication, self-management, self-awareness, and building relationships with others. 

In this activity, participants examine cultural identity and self-awareness, identify aspects of their cultural identity and become more aware of them, and recognize and discuss cultural differences.

This activity allows participants to see the complexity surrounding the concept of privilege and understand what privilege they enjoy based on the social groups to which they belong.

This activity enables participants to recognize the privileges that they have and don't have. In this activity, participants will "buy" the privileges that they deem the most valuable and then discuss their decisions. 

This activity uses Legos to help participants understand where they face advantages and disadvantages in their daily lives. It also explains privilege as unearned advantages.

Conversation Starters: 200 questions to get to know someone was submitted by Carol Jungman, consultant, at the 2019 HubICL Workshop on best practices for creating and adapting intercultural learning tools.

Where Do You Go When...? was submitted by Dr. Kristen Seward, clinical assistant professor and associate director of the Gifted Education Resource Institute (GERI) in the College of Education at Purdue University, at the 2019 HubICL Workshop on best practices for creating and adapting intercultural learning tools.

Intercultural People Bingo was submitted by Wendy Nugent, program manager of off-campus study at Colgate University, at the 2020 WISE pre-conference on best practices for creating and adapting intercultural learning tools.

Happy 10th Birthday! was submitted by Dr. Jennifer M. Miskec, professor of English at Longwood University, at the 2020 WISE pre-conference on best practices for creating and adapting intercultural learning tools.

Guided Writing Exercises was submitted by Dr. Bonnie Zare, associate professor in the department of soiology at Virginia Tech, at the 2020 WISE pre-conference on best practices for creating and adapting intercultural learning tools.

This activity enables participants to prepare for a cross-cultural experience, experience and relate to communication barriers, recognize and assess verbal and nonverbal communication, and formulate and discuss strategies for accepting barriers and dealing with frustration.

This activity allows participants to experience how one-way communication, while more efficient, is less accurate than two-way communication, as well as analyze the imprecision of language and the difficulty in describing one's experiences that leads to identical understanding.

This activity teaches participants to listen for their own and other's values as they converse.

This activity enables participants to understand how people can interpret verbal and nonverbal cues and expressions differently. Additionally, it allows them to experience misunderstanding and being misunderstood while learning to cooperate despite communication barriers.

This activity does two things: 1. Help participants understand the importance of using specific language. 2. Encourage listeners to ask questions in order to get all the necessary information during a communicative encounter.