This assessment measures the seven aspects of global engagement: pluralism, interconnectedness, global mindedness, ambiguity tolerance (flexibility), ambiguity tolerance (new situation preference), diversity openness, host site knowledge.

This assessment measures the 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.

This assessment measures several aspects of intercultural competence: motivation; language proficiency; communication style; perceived efficacy (post-program); intercultural knowledge, skills, and attitudes.

This assessment measures: 1. Behaviors as well as attitudes which are supportive of environmental or social sustainability (recycling, consumer behavior, energy, efficiency, etc.). 2. Shared responsibility. 3. Orientation towards equality of human beings. 4. Mutual dependency values.

Individuals who take or use the instrument will develop a better understanding of the connection between sustainability values and individual behaviors.

This assessment measures interaction engagement, respect for cultural differences, interaction confidence, interaction enjoyment, and interaction attentiveness. Validated for use with learners as young as twelve.

This assessment measures self-efficacy, technical coordination, knowledge of professional ethics and standards, and knowledge of engineering cultures.

Individuals who use this assessment will become more aware of the elements of engineering competency in a globalized world.

This assessment measures interpersonal communication, academic and work performance, community involvement, ecological adaptation, and language proficiency. 

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.

This qualitative assessment method measures friendship patterns, as well as degree of comfort in seeking out relationships with individuals from different backgrounds.

This podcast episode examines how food affects our lives and how we come to find some as "yum" and others as "yuck."

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Source: Snodgrass, L. L. (2017). The effects of internship abroad curricular experiential interactions on the cultural intelligence of program participants (Doctoral dissertation, Purdue University).

This dissertation examined the impact of internship abroad experiential curricular interactions on the development of culturally intelligence of participants using pre- and post-test Cultural Intelligence Scale (CQS) scores. The study indicated that the experiential programs, that embedded elements of critical culture, including critical knowledge, critical thinking, critical pedagogy, and critical community, had significant effects on the growth in cultural intelligence. 

Human behavior is complex. While it may be tempting to attribute someone’s actions to “human nature” or some sort of individual quirk, it’s usually not so simple. Therefore, this activity aims to get participants thinking critically about three dimensions (universal, cultural, or personal) of human behavior and the nuances between them.

We all have experienced moments where we just can’t seem to understand each other. Moments of miscommunication commonly occur in our everyday interactions, and cultural differences can sometimes further complicate these situations. Therefore, this activity is designed to get participants thinking about not only how miscommunication happens but also how understanding culture can help us to mitigate scenarios where misunderstandings occur. 

This activity is designed for students who are preparing to study abroad. Students may receive an overwhelming amount of advice before they go abroad, so this activity is meant to help them prioritize and determine what is most important to them. This activity may also help them rethink their priorities or their perceptions of what it means to study abroad, as they may encounter information that had not occurred to them before.

This activity is based on the equilintegration (EI) theory, which explains the process through which humans construct a belief and values system by interacting with the world around them to get their needs met. This activity asks participants to consider how variables—like geography, race/ethnicity, gender, economic/social class, or physical ability—interact with environmental or contextual factors, such as family, media, or education, interact to form one’s EI self.

This activity is based on the Intercultural Development Continuum™ (IDC), which was created by IDI, LLC. Participants will identify statements indicative of various orientations on the Intercultural Development Continuum and reflect on connections between the orientations and their own life experiences. 

Source: Rapoport, A. (2017). Perception of global citizenship among international participants of study abroad programs. World Studies in Education, 18(1), 5-21.

This study aimed to investigate the impact of a short-term study abroad program on the development of global identity and global citizenship among international students of a US university. The results showed that the students lacked understanding and acceptance of changes in the global-national-local hierarchy or an intent to participate in globally important actions.

Rejection sensitivity, a term that originates in the field of psychology, is when a person expects and reacts intensely to rejection because of past traumatic experiences. This activity aims to examine rejection sensitivity that stems from past experiences related to identity (for example, discrimination based on gender, race, sexuality, etc.). Participants will be asked to think about their own identities and how they might experience or contribute to sensitivity to rejection, for themselves and/or others.

For this activity, participants use picture cards to learn how to identify familiar and unfamiliar cultural experiences, exhibit curiosity in unfamiliar cultural practices, articulate deep cultural knowledge for outsiders, and practice emotional resilience and tolerance of ambiguity.

The ability to adapt in new or unfamiliar situations is a crucial life skill. However, in cross-cultural interactions, it can be difficult to decide when we should adapt to a different culture’s expectations, or when it might be more appropriate to refrain from enacting unfamiliar customs and norms. Therefore, the goal of this activity is to guide participants through this decision-making process (using Stella Ting-Toomey's model of Transcultural Communication Competence) and allow them to understand and reflect on their ability to adapt.

Source: Mody, M., Gordon, S., Lehto, X., & Adler, H. (2017). Study abroad and the development of college students' travel venturesomeness. Tourism Management Perspectives, 24, 126-138.

Applying a pre-post design, the study found that the intercultural competence and personal development obtained through study abroad had a mediating effect on student venturesomeness for students who traveled to culturally proximate countries.

Source: Czerwionka, L., & Cuza, A. (2017). Second language acquisition of Spanish service industry requests in an immersion context. Hispania, 100(2), 239-260. 

The study focuses on Spanish service industry requests in the context of food and drink for English-speaking learners of Spanish and examines their development of requests throughout a six-week study abroad program in Spain. The study compared the difference between native speakers of Spanish and non-native speaking learners. Results showed pragmatic acquisition over the program with a change in the learners' requests and an increase in appropriateness of the requests over time. 

Source: Czerwionka, L., & Cuza, A. (2017). A pragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad. Intercultural Pragmatics, 14(3), 391-419.

This study investigated the acquisition of second language requests by learners and native speakers in a short-term study abroad program in Spain and in the contexts of food and drink, general merchandise, and familial. 

This activity uses the Atlantic article, "These are the Americans Who Live in a Bubble" to teach participants to: 1. Identify the communities that expose them to sameness and to difference. 2. Define "deep relationships." 3. Assess their opportunities and readiness for deeper relationships across difference.