Please peruse this website to learn more about the GLUE curriculum. 

This activity challenges participants to consider how they view people in different situations and from different cultures, as well as how empathy impacts our views of others.

This is the presentation we used during the session. 

An intercultural activity which teaches Dr. Stella Ting-Toomey's EAS model for asking effective, appropriate, and satisfactory questions

An exercise by Dr. Nagesh Rao 

Slides for the presentation

This includes our slides and the learning plan we used during our pre-conference workshop, including references. 

(Air) Handshake Mingle:

• https://hubicl.org/toolbox/tools/830/objectives
• https://blog.experientialtools.com/2021/09/02/air-handshake-mingle-and-distanced-concentric-circles-active-engagement-and-social-connection-at-a-physical-distance/

Magic Spelling:

• https://www.youtube.com/watch?v=QPLYWyq-VZc&feature=youtu.be
• https://hubicl.org/toolbox/tools/351/objectives

By the Numbers:

• https://hubicl.org/toolbox/tools/14/objectives
• https://www.thiagi.com/archived-games/2015/2/25/by-the-numbers

Ritual:

• https://hubicl.org/toolbox/tools/226/objectives
• https://static1.squarespace.com/static/546c8566e4b037261643b037/t/59ce3a62e5dd5b22992d663a/1506687596372/Diversity+Jolts+Text.pdf

Poker Face:

• https://hubicl.org/toolbox/tools/60/objectives

Crossing Borders Education (Peer-led Dialogues):

Crossing Borders Education is a non-profit organization that specializes in interactive peer programs harnessing the power of film and empathic dialogue. They've developed virtual peer-led dialogue sessions based on their interactive program design and dialogue methodology. In our pre-conference workshop, we did an abbreviated demo version of the virtual dialogues, but applied it to an in-person context. If you are interested in applying the virtual dialogues within your institutional context, please contact CBE directly. 

• https://crossingborders.education/our-programs/
• https://crossingborders.education/people/

Listening Deeply for Values:

• https://hubicl.org/toolbox/tools/46/objectives

Mindful Me:

• https://hubicl.org/toolbox/tools/108/objectives

Gallery Walk:

• www.theteachertoolkit.com/index.php/tool/gallery-walk

The Golden Circle:

• simonsinek.com/golden-circle/

Thirty-five for Debriefing:

• www.thiagi.com/archived-games/2015/2/22/thirty-five-for-debriefing

Pair Up:

• https://hubicl.org/toolbox/tools/223/objectives

Thiagi Debrief:

• hubicl.org/toolbox/tools/72/objectives

AAC&U VALUE Rubric: Intercultural Knowledge and Competence:

• www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-intercultural-knowledge-and-competence

Kolb Learning Cycle:

• www.truenorthintercultural.com/blog/debriefing

It's All in the Debrief: Trainers Warehouse

• trainerswarehouse.com/content/how%20to%20debrief%20a%20learning%20game-links.pdf

Debriefing Games-Based Learning

• https://www.universityxp.com/blog/2022/2/1/debriefing-games-based-learning

One-Minute Paper:

• hubicl.org/toolbox/tools/53/objectives

Slogan:

• www.thiagi.com/games/2020/3/17/debriefing-lolas

Artful Closer:

• https://www.thiagi.com/archived-games/2015/3/1/artful-closer
• https://hubicl.org/toolbox/tools/99/objectives

Postcards to Your Future Self:

• https://hubicl.org/toolbox/tools/832/objectives
• https://blog.experientialtools.com/2018/06/01/postcard-to-your-future-self/

A presentation on emotion labor was given at the SIETAR-USA national conference in November 2022 and again in a webinar format in January 2024. This Collection contains both versions, with little difference between the two.

The Intercultura organization, a non-profit research institute based in Italy, has developed a rubric, logbook and teacher's observation guide, which taken together provide an authentic multi-methods way of making sense of student learning from study abroad.  Perhaps even more important, it was developed specifically for use in secondary school contexts.  The rubric itself was influenced deeply by the AAC&U rubric, retaining curiosity & self-awareness from that conceptualization of intercultural competence. Additional constructs it measures are: adaptability, conflict resolution, critical reflection, respect for diversity and knowledge of the local context and language. Everything in the toolkit was originally developed in Italian, but is now also available in English.

This unusual (and brilliant, in our opinion) survey was developed as a post-only instrument for use with returnees from semester or year-long study abroad.  It is based on Bennett's original six-stage developmental model of intercultural sensitivity & it's available in its entirety as an appendix to an open-source scholarly article. As such, it measures presence or absence of ethnocentricity according to a multi-stage model, much like the better-known IDI. Again, we define ethnocentricity as the lack of openness and intercultural empathy.

This free tool was created to investigate student development at a higher ed institution with a public affairs mission.  It measures community engagement, ethical leadership and cultural competency.  As such, it may be a particularly good fit for overseas and domestic service learning endeavors. It considers cultural competence as a single factor, but the questions which measure this construct probe communication, openness and willingness to engage with difference.

This assessment measures six factors of personality as defined by the HEXACO model: Honesty-Humility, Emotionality, Extraversion, Agreeability, Conscientiousness, Openness. It is available for free to educators and researchers and has been translated into 22 languages!

This proprietary assessment instrument measures: 1. Continuous learning disposition (self-awareness & explorativeness --similar to curiosity). 2. Interpersonal engagement (world orientation & relationship development --related to empathy). 3. Hardiness (positive regard & emotional resilience). Results can be sent to the learner automatically (e.g. without the need for a debrief by a qualified facilitator) and include an action plan feature.

Also worth considering is a sister instrument by the same instrument development team, the Inclusion Competencies Scale, which measures attentiveness to power, as well as self-awareness and intercultural empathy.

One of the most-widely used & cited intercultural competence assessment instruments, the IDI measure one's stage of ethnocentricity or ethno-relativism (lack of ethnocentrism). For purposes of this collection, we define ethnocentrism as the lack of openness and intercultural empathy. Though proprietary, the cost-per-individual is (as of December 2023) lower than a number of other proprietary instruments in the global/intercultural/inclusion domain, particularly for educators.

The GENE, which is available for free, can be said to measure lack of empathy and lack of openness towards persons of another ethnicity, culture or race; also known as ethnocentricity. 

The original 20-question, 4-factor cultural intelligence scale, created by a multinational and multi-ethnic research team, still has a lot to offer and is one of the very few ICL instruments out there which measures motivation.  It also measures communication behavior  and meta-cognition, which (according to some scholars) is a form of self-awareness. The 20-question version is free if one has access to an academic library and can download the referenced article.

in this collection, we have gathered notes on and links to eight validated surveys, curated here in the HubICL, that align to one or more of the aspects of intercultural competence as defined in the AAC&U Intercultural Knowledge and Competence rubric.  Of these eight instruments, five are free or offer a valid and reliable free version; while two offer an immediate free feedback report to the learner. 

This is a proprietary instrument developed from the supportive mindset of a clinical psychologist interested in transformational learning.  Among the 17 things it measures are Openness, Empathy and Self-Awareness. Because this instrument collects a great deal of demographic data, and because it offers site license pricing, Purdue has found it particularly useful for large scale and institutional level assessment (it also works just fine on small n programs).

This collection archives readings which address the more inclusive nature of qualitative research, the aptness of qualitative methods for institutional research and at least one focus group protocol (question set) for returning study abroad participants.

Developed by a team of award-winning Purdue graduate students (who have since all gone on to tenure-track positions around the world) this coding scheme helps make one make sense of writing about identity.  Examples are given.