Buntain, L. (2021). Intercultural contact, competence, and conviviality: A proposal for campus engagement and belonging (Publication No. 30506429) [Doctoral dissertation, Purdue University]. https://www.proquest.com/docview/2838333849?sourcetype=Dissertations%20&%20Theses

The purpose of this study was to assess the effectiveness of intercultural learning modules introduced to a faculty and staff study abroad program.

Buntain, L. (2023, April). Anything students can learn, staff and faculty can learn too: Intercultural learning in staff and faculty study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(1). https://frontiersjournal.org/index.php/Frontiers/article/view/738

In Sherlock Holmes, participants are given objects and asked to be detectives by making conclusions about the individual to whom the items belong. In this activity, participants seek to understand the importance of the constant self-reflection needed to be interculturally competent, explore how each of us sees the world around us and how we make meanings, and appreciate that we have multiple cultural identities and that combinations of identities work together in different contexts" (Rao, 2012, p. 179). 

Rao, N. (2012). Sherlock Holmes. In K. Berardo & D. K. Deardorff (Eds.), In Building cultural competence: Innovative activities and models (pp. 179-182). Stylus Publishing.

In this activity, participants discuss how culture affects who gets commemorated and how that commemoration occurs, identify global sources of knowledge, and seek to understand multiple worldviews related to social justice issues in education.

In this activity, participants learn to recognize points of correspondence between monuments and the controversies that they generate, recognize disparities between monumental structures, and develop an appreciation for difference, without reducing materials to a hierarchical ranking of better and worse. 

In this activity, participants learn to articulate how cultural values, beliefs, and assumptions inform educational systems, develop self-awareness of their own cultural values, beliefs, and assumptions, and "appreciate rather than judge cultural differences and create more inclusive learning spaces" (Harvey, 2018).

Harvey, T. (2018, February 26). Examining the syllabus as cultural artifact. True North Intercultural. https://www.truenorthintercultural.com/blog/examining-the-syllabus-as-cultural-artifact

This is the virtual version of Cultural Artifact (Show and Tell) in which participants analyze and discuss culture based on objects of cultural significance. 

In this activity, participants analyze and discuss culture based on objects of cultural significance. 

This podcast episode is from Malcolm Gladwell's Revisionist History. 

"Birmingham, 1963. The image of a police dog viciously attacking a young black protester shocks the nation. The picture, taken in the midst of one of Martin Luther King Jr.’s most famous marches, might be the most iconic photograph of the civil rights movement. But few have ever bothered to ask the people in the famous photograph what they think happened that day. It’s more complicated than it looks" (Gladwell, 2017).

Gladwell, M. (Executive Producer and Host). (2017, July 6). The foot soldier of Birmingham. In Revisionist history. Pushkin. https://www.pushkin.fm/podcasts/revisionist-history/the-foot-soldier-of-birmingham

Portable Intercultural Modules (PIM) are small learning units focused on a single element of intercultural competence (one construct from the American Association of Colleges & Universities VALUE rubric for Intercultural Knowledge and Competence). PIM are turnkey solutions that address the needs of instructors who don't see themselves as experts in intercultural learning. They are meant to be embedded within disciplinary course content, and multiple PIM can be integrated systematically throughout a program of study to support students' development of intercultural competence over a longer period of time.

This self-guided online course presents a helpful orientation to instructors utilizing one or more of the three PIM that focus on interactions across cultural difference where the potential gap between intent and impact makes it difficult to navigate relational dynamics successfully. The course provides a general introduction to PIM, explores the theoretical constructs taught in the Tricky Communication PIM, exemplifies a range of implementation options from more basic to more engaged, and offers suggestions for facilitation. Questions about PIM can be directed to CILMAR at cilmar@purdue.edu.

This document outlines some helpful technical information for instructors who are embedding one or more Portable Intercultural Modules into their course or program.

"When someone asks you where you're from … do you sometimes not know how to answer? Writer Taiye Selasi speaks on behalf of 'multi-local' people, who feel at home in the town where they grew up, the city they live now and maybe another place or two. 'How can I come from a country?' she asks. 'How can a human being come from a concept?'"

Selasi, T. [TED]. Taiye Selasi: Don't ask where I'm from, ask where I'm a local | TED [Video]. YouTube. https://www.youtube.com/watch?v=LYCKzpXEW6E

This article, from Megan Norton, intercultural communication specialist and trainer, explores the complex concept of home. 

This article, from Megan Norton, intercultural communication specialist and trainer, explores the reentry process for Third Culture Kids and concept of home.

This paper, written by Megan Norton, intercultural communication specialist and trainer, describes the stories of transnational migrants and how they construct and negotiate the idea of home.

Sundae Bean is an intercultural strategist, transformation facilitator, and solution-oriented coach, who invites guests on her podcast to talk about living across cultures, transformation, and purpose. Several of her podcast episodes link to the theme of "home," including, but not limited to the below:

• Just Visiting?
• Expat Untold: Parachute Kids
• Transition Essentials with Natasha Nkonjera

In this activity, participants analyze how families negotiate and bridge cultural differences and reflect on cultural dynamics/conflicts within their own families. 

In this activity, participants define the concept of "tribal identity," reflect on a time spent at home with their "tribe," and identify and assess the roles/behaviors/traits of this "tribe." 

In this activity, participants reflect on an important "home" place/memory, analyze what they consider a "home," and learn about other cultures' versions of home. 

In this activity, participants identify and reflect on what they feel are their “true selves,” in addition to any “other selves” in which they do not feel like themselves.

• HubICL Professional Development Zone Courses: A self-guided learning module on Intercultural Empathy, a free online course
• A self-guided learning module on Intercultural Empathy Playlist in YouTube, a YouTube video playlist

• Archie Bunker's Neighborhood, an activity
• Considering History: “You Got to Go There to Know There” — Creating Empathy for Our Hardest Histories, an article