In addition to simply searching the Toolbox for relevant learning outcomes to your COIL programs/courses, you  might try going to the Discover menu above, choosing Tags, and searching for key words there. One advantage to this method is that it connects you with items in every area of the HubICL, not just the Toolbox. Also, you can snowball via tags - if you have found something interesting, try clicking on one of its tags (usually located at the top of the screen) to see everything else in the HubICL that shares that same tag.

COIL instructors or designers might want to check out these additional related collections, complements of the HubICL manager, Annette Benson.

D-I-E (Describe, Interpret, Evaluate) is an oldie but a goodie with an unfortunate name! When preparing students for study abroad or a COIL/international virtual education experience, it can be very effective to do this activity in an orientation. It provides essential perspective-taking skills by making students aware of the cultural lenses through which they are interpreting and evaluating events and experiences, and then providing them with an analytical process for examining their assumptions and gut reactions and imagining (or asking for) alternate interpretations and evaluations from other cultural perspectives. 

This activity is great for improving communication in diverse teams. More direct versus more indirect communication styles can be an issue in COIL/international virtual education as people with different cultural norms interact online. It might be helpful to talk explicitly about this difference in communication styles and help students practice "code-switching".  I would assign this in small groups or pairs with members of different cultural groups; they probably need to do the activity synchronously, especially if they include a role play. Some important points to emphasize: 1) there is no inherent hierarchy here, with one style always better than the other; 2) this is not a binary but a spectrum; 3) the same statement can be perceived as direct by some people and indirect by others - context matters!

Scenery, Machinery, People is an activity that we have been using at Purdue in various contexts - it seems really effective for encouraging self-reflection and empathy for others. In COIL/international virtual education as well as in study abroad, I think it makes students more aware of how they are treating others (and how that feels). To modify it for COIL, you could either assign a pre-reading or give instructions with the powerpoint in a synchronous meeting. Debriefing can be in groups via discussion board or individually in a reflective writing assignment. You'll want to be sure to focus discussion or reflective writing on the COIL experience via effective prompts, such as: when operating unthinkingly on "auto-pilot", when might you be in danger of treating others involved in this COIL experience as scenery? as machinery? how would you feel if others place you in that category? how can we intentionally work to treat each other as people in this course/program? how will this be beneficial?

This interactive online tool that allows users to explore cultural values in country comparisons based on Geert Hofstede's classic research works well for both COIL/virtual international education and preparation for study abroad. However, instructors really need to take care not to create or reinforce cultural stereotypes by dealing only with these aggregate means. It is so important to treat the research on this website as a starting point for discussion of within group variation and getting to know individuals in other cultures. For COIL, for example, you might assign students to explore a country comparison with the groups involved in the course/project and then to discuss among themselves questions such as: what did you think about the way your country was represented - does it apply well to you personally? did anyone have the experience of not being represented (your country is not listed)? in what contexts do you think this research leads to accurate expectations, and when would it be misleading for anyone relying on this information about your national culture? are their subgroups in your country that are strikingly different from these overall trends? based only on the website, what conflicts might be predicted among students in this COIL experience? now that you have more nuanced understandings of each other as individuals, do you think those predictions will hold true? what can you do as a group to manage conflicts and misunderstandings now that you have this information?

There are several excellent recent documentaries from CBE that work well to prep students for intercultural interactions, helping them to develop more self-awareness, openness, and empathy. These include the films "Crossing Borders" and "The Dialogue"

I really like these documentaries for both pre-departure for traditional study abroad and for COIL/international virtual education experiences. Watching and then discussing this film allows students to open up and be vulnerable about their own processes of becoming more aware of the cultural stereotypes they have of others as they prepare to interact more intimately through immersion or online interaction. If you don't have access to the whole film through your institution, cannot afford to purchase a copy, or simply want to use shorter film clips as part of a dialogue or written reflection activity, there are several excerpts available for free streaming from the Crossing Borders Education website. 

This is a great short (<20 min) video to incorporate into a COIL course if you are trying to get students to complicate their understandings of the members of other groups as well as work on self-awareness of their own stereotypes and preconceptions of others. For international virtual education, I would modify this activity by assigning the video to watch individually beforehand and then providing prompts for either synchronous or asynchronous discussion among students. Small or large groups both work. I would add some debriefing questions that apply the concepts in the video to the COIL context and the particular groups represented. For example: what stories are told of the places/peoples in the COIL group? who tells those stories? what are the limitations of understanding others in the COIL experience just on those stories? what stories do students wish out-group members could hear about their cultural groups? 

The Institute for Innovative Global Education is another leader on the world stage for COIL. They are especially committed to documenting with rigorous research the effectiveness of COIL and COIL + study abroad combinations of various kinds for intercultural competence development. See their website for more information on virtual education conferences, publications, sample course syllabi, and more. 

One of the quantitative instruments most commonly used to assess intercultural learning outcomes in COIL is the Beliefs, Events, and Values Inventory. Several large scale government supported projects are using the BEVI. See http://www.kansai-u.ac.jp/Kokusai/IIGE/resources/BEVI-COIL.php for more information as one example of these research efforts.

SUNY (the State University of New York system) is one of the pioneers of international virtual exchange in the US and the world. See their website for resources, conference information, publications, and more.

This is another way for students in a COIL experience to get to know each other with an added cultural layer to the introductions. You'll need to modify it for a virtual setting. I think it works well to put 1-2 students from each university in a group together to exchange the stories of their naming in asynchronous discussions. 

I think this icebreaker is a great way to move beyond students in each group learning each others' names to a deep exploration of cultural values expressed in sayings heard during childhood/youth.  For COIL, the activity needs to be modified to utilize either a synchronous virtual setting or an asynchronous discussion board type setting. The latter seems to work better in my experience. In this case, you would ask each student to post the information the activity asks them to put on a name card, and then follow up with questions and comments for their classmates. 

This study explores social work graduate students’ evaluation of an assignment involving food. The assignment was designed to develop empathy and cultural humility. The article used in this tool contains a description of the assignment and questions for critical reflection. There is enough information that the assignment could be adapted for other contexts. It would be important, however, to ensure an environment of openness and mutual support for the assignment to work as well as it did for the authors of the article. 

The instrument, a short checklist, was created for use in clinical professional assessment of athletic trainers and/or health-care professionals or for self-assessment by the health professional. It covers "bedside manner," tone of voice, facial expression, posture, zone of proximity, and distracting or negative body language. Although created primarily for use in clinical health-related professions, it may also have some value for use in STEM lab partnerships, shared office spaces and/or conflict resolution situations.

As a result of this reflection handbook, participants will be able to: 1. Understand their cultural background and path. 2. Better examine the study abroad country, internship, and future goals. 

As a result of this reflection, participants will be able to: 1. Consider and record their observations during study abroad. 2. Participate in exercises reflected to daily life during a study abroad.  

This is an assessment instrument; which measures Communication (Clarity and Depth), Openness (Breadth & Fairness) and Self-Awareness (ability to describe one's own Academic Engagement & Personal Growth).

Using this rubric allows the learner or the instructor to recognize the elements of good critical reflection. 

This summative instrument will enable the instructor to make sense of qualitative data from students journals or blogs. It categorizes the writer's reflections into one of five categories of data: Culture Shock, Communication Challenge, Cultural Appreciation, Cross-Cultural Comparison, Adaptive Behavior.

By the end of this course, students will be able to:

• Understand the main theoretical frameworks in the field of intercultural management
• Identify and comprehend the key theoretical perspective in the intercultural management field
• Understand the concept of intercultural intelligence and global leadership as well as their value when conducting business with international and cross-cultural teams
• Identify issues such as different notions of time, motivation, ambiguity, and hierarchy, which influence cross-cultural communication and management
• Apply the concepts covered to various case studies and situations
• Improve professional communication skills with people from various cultures and environments
• Articulate ideas clearly and coherently in written work and presentations
• Conduct exploratory research through conducting and transcribing an interview and doing initial coding of themes

This course is an opportunity for students to reflect on and integrate their learning from the experience of studying abroad. First, they will generate their own data through extensive self-reflection and writing that articulates the impact of their sojourn and how it does or does not relate to other aspects of one's life. In small groups, they will compare their own findings with other students', thereby beginning to generalize about similarities and differences and hypothesize what variables any differences might be correlated with. They will also use quantitative standardized assessments as another window into changes.

As a result of taking this course, students will be able to:

1. Become familiar with intercultural literature, models, frameworks, and concepts used in intercultural development and training
2. Recognize and explain the multiple layers of an overseas experience
3. Articulate important intercultural skills and perspectives they have acquired/developed
4. Conclude with a study abroad component for a professional portfolio

In this class, students will develop skills, knowledge, and understanding that will help them communicate and engage more appropriately and effectively in their host city as well as in other intercultural contexts.

The aim of this course is to help students process and understand their study abroad experiences in light of current literature on models of culture, ideas about global citizenship, intercultural communication and development. With a deeper understanding of their experience, they will be able to better utilize and market their experiences in light of their personal, academic, and career goals.

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.