An article that sheds light on simulation design and effectiveness, and the variables that impact learning from simulations.

This article from Willy C. Kriz provides guidance for instructors and facilitators on solution-oriented simulation design aimed at learning and sustainability. 

This article from Randall Kindley, PhD, provides design strategies for instructors and trainers within e-learning contexts. 

This guidebook from Clark Aldrich provides facilitation tips for trainers and instructors.

This other article from Thiagi is excellent for trainers, providing additional details to address and debunk misconceptions about simulations.

This article archive provides activity ideas, an interview with activity trainer, and facilitation techniques. 

This article provides simulation activity ideas that include embedded puzzles.

This article from Thiagi is excellent for trainers, addressing and debunking misconceptions about simulations.

This activity showcases proverbs that contradict each other. With a little research, it is likely that an instructor could come up with several pairs in the target language. This would be a fun way to help students learn proverbs in a target language, consider the role of proverbs, and process the values that generate contradictory "truths" within a cultural community.

The Cross-Cultural Adaptability Inventory is one of oldest existing formative assessment tools for predicting ability to do well in another culture.  It is a 50 item self-scoring instrument which measures: emotional resilience, flexibility/openness, perceptual acuity, and personal autonomy.

This focus group protocol (question set) was developed to probe the learning outcomes of students who have completed junior year abroad programs; it asks open-ended questions about language skills, intercultural skills, engineering skills and professional skills. Questions can be found in the appendix of the article, between the conclusion and the references.

Created by the Stevens Institute, a non-profit entity that supports exchange between the US and Middle Eastern nations, this survey instrument measures: Knowledge of Other Country or Culture, Perspective-Taking & Empathy, Cross-cultural Communication & Collaboration, Self-Other Overlap & Feelings Thermometer, and Satisfaction with the Virtual Exchange Experience.

This comprehensive qualitative toolkit includes a focus group protocol for measuring student satisfaction with the virtual exchange program as well as probing learning outcomes and behavioral change. It also includes a question protocol for understanding one's collaborative partner's perspective(s) and a checklist for activity observation by an outside observer.

The Schutte Self-Report Emotional Intelligence Scale measures mood regulation, social skills and strategic use of emotions.  It has been used around the world, translated into multiple languages and is considered one of the best and most reliable of the open-source instruments which address Emotional Intelligence.

The Inclusion Competencies Inventory is a proprietary, online, research-validated survey instrument which measures: Openness to Change, Adaptability, Connecting with Others, Reading Others, Valuing Different Perspectives and Power Sensitivity.

This seven-question survey instrument measures the degree to which a participant is comfortable with being challenged by difference.  See also the Tolerance for Disagreement Scale: https://hubicl.org/toolbox/tools/914

Individuals who use this instrument may learn more about their openness, self-awareness, lack of ego, supportiveness and capacity for self-critique. This research-validated survey instrument has 15 questions.

This proprietary instrument measures individuals' work styles in order to compare with other cultures, colleagues, and team members, and offer professional development coaching. As a result of this assessment, participants will be able to:  Improve productivity when working with others who have different styles & develop strategies for improved collaboration. 

As a result of this reflection tool as a formative assessment, students will be able to: 1. "Reflect upon their own and their home cultural value." 2. "Name, define, and discuss value differences within and across cultures." 3. "Begin hypothesizing about the host culture’s values" (p. 63).

Individuals who use this assessment may learn how much they or their survey respondents: value instruction about implicit bias, are aware that they have bias, & recognize that being able to identify implicit bias is an important professional skill.

A report assessing whether CILMAR met its goals in 2022. 

This instrument measures willingness to listen to speakers who disagree with one's views and the ability to see lively exchange of differing views as a positive thing. It is a fifteen question Likert-style instrument.

This research-validated tool measures willingness to listen to others even if they are "boring" or their views do not agree with one's own views. There are 24 questions.

Created by the Transcultural Pedagogical Research Group, a team of Purdue doctoral students who have all gone on to tenure-track glory, this coding system, which includes examples, stands as a shining way to make sense of qualitative data as revealed in students' efforts to become better writers.