These are the slides from my session presentation entitled "Interactive—Even Fun!—Resources for Reviewing the Intercultural Development Continuum."

Mindsets, an activity by Janet Bennett, also analyzes passages for the IDC stages. 

In this activity, participants are asked questions that get them to identify the Intercultural Development Continuum (IDC) stages and analyze the benefits and risks of each stage.

Gay-Rights Movement Ventures Beyond Urban America is an activity where participants read an article about gay rights and analyze it for the IDC stages. 

This activity challenges participants to familiarize themselves with the intercultural development continuum (IDC) and understand how the orientations on the continuum manifest through people’s attitudes and behaviors. They will draw cards with various statements on them and try to identify the orientation associated with that statement.

One of the activities in this tool's lesson plan asks participants to analyze the movie Jojo Rabbit using the Intercultural Development Continuum (IDC). 

This activity familiarizes participants with the Intercultural Development Continuum (IDC) and provides opportunities for applying the five orientations of the IDC to different case studies.

This collection includes resources by the creators of the pendulum model of intercultural competence development and maintenance.

This article, published by Beatty and Manning-Ouellette in 2022, explores short-term study abroad as a leadership development opportunity.  Notable for its integration of leadership development theory with intercultural development theory, it includes the full focus group protocol (question set) used by the authors on the 6th page of the article. It also includes a good example of how to discuss the validity and reliability of this type of data, when publishing.

In this activity, participants will read a case study about a diverse group of students attending an environmental justice event, each with a different viewpoint about environmental justice based on their own cultural frameworks. Participants will be encouraged to discuss how they respond to statements they disagree with, their experience of shifting perspectives, their own positionality in terms of relationships of power, and their responses to the dialogue presented in the case study. Participants will also reflect on their thoughts and feelings, and how they could use their power, positionality, and privilege to create a more just and equitable world.

In this activity, participants will explore the cultural proclivities of their own cultures as well as compare them with others’ cultures, understanding that these are generalizations. Participants will also examine the generalizations presented on the website and reflect on the complex nuances that are excluded from these over-simplified categories.

This activity introduces participants to Foss's and Griffin's (1995) invitational rhetoric, an alternative to the traditional rhetoric of persuasion. Participants will be challenged to offer perspectives without the goal of persuasion and practice listening to other’s perspectives without judgment.

This activity will challenge participants to utilize the framework of Sanford's Theory of Challenge and Support to identify an image and quotation which describes their experience(s) moving beyond their comfort zone toward true learning and growth in new settings. Participants will also be encouraged to identify ways to access the learning zone in new settings when experiencing the realities of the comfort and panic zones.
 

In this activity, participants will identify the value systems of indigenous populations who previously owned the land upon which they now live, reconsider the current values that program and education systems are centered upon, and apply indigenous values to these contexts by reflecting upon how to successfully decenter whiteness and center indigeneity.

In this activity, participants will be challenged to consider the concept of curiosity and develop strategies for asking cultural questions that are effective, appropriate, and satisfactory.

In this activity, participants will be challenged to consider new and inviting ways of engaging with those who hold different opinions and perspectives.

In this activity, participants will identify and describe the gap between cognitive and affective/behavioral competencies in new cultural contexts. Participants will also be introduced to a case study in which researchers are confronted with the gap and a third culture space must be negotiated.

In this activity, participants will identify their own Intercultural Conflict Style and its impact in personal and professional contacts and reflect on what cultural and personal influences have shaped it. Participants will also be encouraged to develop in their comfort level adapting to other styles and identify how best to communicate with others who have a different Intercultural Conflict Style than they do.

In this activity, participants will discuss sources of intercultural conflict, apply learnings to real-life examples of conflict, and extend analysis to their local contexts. 

In this activity, participants will identify the role of interaction and communication in fostering a sense of belonging and identify the differences and commonalities among people from different cultures or backgrounds.