This assessment measures the extent to which participants believe that cultural influences on one's beliefs, attitudes, and behavior are controllable or uncontrollable. It can be used formatively (assessment for learning) to inform curriculum design, summatively, in a pre/posttest format (assessment of learning) to measure growth as the result of a learning intervention, or as part of the learning process (assessment as learning) in which results are debriefed and discussed with learners as a group.

This activity requires participants to identify two to three skills that a company/job requires on a career posting and discuss ways that the skill-level increased during, and because of experiences from, the semester abroad. They will also formulate an interview response in which one of the skills identified can be linked to an intercultural skill and develop a brief story following the STAR method, and create at least two intercultural questions to ask an interviewer. The activity is designed for students who are studying abroad.

This activity asks participants to reflect on their experiences working in teams and examine communication and intercultural issues that can arise when working in teams. It also requires them to practice identifying sources of behaviors using Hofstede's Power Distance Index, practice reflection and application of teamwork strengths to improve teamwork in a hypothetical situation, and draw connections between the practice of these skills in the hypothetical to real-world applications specific to the culture in which they are studying abroad. The activity is designed for students who are studying abroad.

This activity requires participants to interview a professional from their host country, explain how their chosen career and educational path function in a different country, and synthesize or draw conclusions by combining examples, facts, or theories from more than one field of study or perspective. It is designed for students who are studying abroad.

During this activity, participants will reflect on their impressions of their career field and compare them with the views of their host country, develop a better understanding of the complexity of elements important to members of another culture in regard to worldview, and ask deeper questions about other cultures and seek out answers to these questions. It is designed for students who are studying abroad.

This activity asks participants to use the SWOT analysis method to critically analyze and revise intercultural and linguistic goals set at the beginning of the semester abroad experience. It also allows them to 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.

This activity enables participants to identify the five qualities that they view as most important in your career field, discuss and compare their qualities with another person's, recognize the role cultural values play in informing and defining professional norms and practices, and practice perspective-taking in considering worldviews other than their own regarding professional cultural values and acting in a supportive manner that recognizes the feelings of another cultural group. It is designed for students who are studying abroad.

This activity incorporates readings and two activities aimed at getting participants to think about the cultural values that define who we are by examining their own identity and values. It is designed for students who are studying abroad.

This activity requires participants to observe people from another culture and practice complimenting others, reflect on connections between verbal and nonverbal responses and cultural factors that dictate social norms in the host culture, and recognize and participate in cultural differences in verbal and nonverbal communication. It is designed for students who are studying abroad.

This activity requires participants to ask deeper questions and interact with members from a different culture; find culturally significant objects and places; and seek out and articulate answers to questions about culturally specific objects and places in a way that reflects multiple cultural perspectives. It is designed for students who are studying abroad.

This activity enables participants to contemplate and explain their culture-learning goals for their time during their semester abroad, develop logical and consistent plans to attain goals, and identify multiple approaches for attaining goals. It is designed for students who are studying abroad.

This activity allows participants to introduce themselves to other classmates/group members, as well as consider cultural factors that led to their study abroad experience. It is designed for students who are studying abroad.

This activity is often introduced with a focus on privilege, e.g., "nationality privilege, race privilege, gender privilege," etc. This version is designed to lead participants to an understanding of privilege as unearned advantage without initial use of the term. Delaying the use of the term may allow participants whose instinct is to shut down, to experience immediate deep feelings of guilt, and/or to focus on their family's use of "privilege" as something earned to engage more fully with the experience of collecting Legos. 

This syllabus for a 1-credit course offered through Purdue's School of Languages and Cultures was designed for both students who enrolled for credit and for language instructors who joined out of professional interest. Weekly meetings alternated between a focus on theoretical texts and on pedagogical tools and facilitation strategies.

This assessment measures respect, openness, empathy, and tolerance of ambiguity. It can be used as a formative assessment to set the tone for appropriate and effective behavior in any group of 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.

The purpose of this reflective exercise is to allow the sojourner to begin to "take leave" of the study abroad destination, and make meaning of the experience. If done in small groups or with one's host family, it can also increase empathy for other viewpoints and emotional experiences.

This activity aims to help participants respond to being treated as a "stereotypical" representative of their home countries, as well as help them learn how to fit in more in their new host culture. Along the way, they will also gain practice in forming testable hypotheses, an analytic skill applicable to many careers.

During this activity, participants, define empathy, consider how perspectives toward empathy changed, examine the difference between empathy and tribalism, and learn what the "dark side of empathy" means. 

This activity enables participants to define the concept of "critical mass" and analyze photos for critical mass, inclusion/exclusion, and stereotypes.

As a result of this activity, participants will be able to discuss the process of naturalization; discover how individualism, collectivism, assimilation, and xenophobia factor into naturalization; and explain the idea of "belonging" to a place and outline their own sense of "belonging."

As a result of this activity, participants will be able to explain that curiosity is a skill that has to be honed and developed like any other skill; understand that general curiosity translates easily into cultural curiosity; comprehend that it is important to dig beneath the surface, developing curiosity not just about the ‘what’ of culture but also the ‘how’ and ‘why'; and reflect on the process of forming deeper questions about cultural difference.

This one-credit online course is open to select Engineering and College of Science students, who will return to Purdue for a minimum of one additional semester. While abroad, students will complete supplemental readings and guided assignments which will document their study abroad learning and create a portfolio of individual skill acquisition; thereby increasing cultural self-awareness and an ability to work effectively with people from other cultures. 

This free resource is meant to be used as a worksheet for individual reflection that applies the metaphor of a pendulum to the Intercultural Development Continuum for a more robust and realistic sense of one's intercultural competence, the outside forces/events/environmental factors that pull one towards a focus on similarity and difference (magnets), and the strategies and behaviors one can employ to stay balanced (anchors). 

Faculty or staff who complete the Intercultural Pedagogy curriculum will develop the capacity to be a more effective cultural mentor to students while leading study abroad. 

This assessment measures writers' reflections in journals or blogs using five categories of data: culture shock, communication challenge, cultural appreciation, cross-cultural comparison, and adaptive behavior.