This Thiagi jolt challenges participants to consider and "experience the hesitation and the fear of making mistakes that people feel when speaking in a second language" (Thiagarajan & van den Berg, 2017).

This activity challenges teams to complete an assignment without speaking to one another to encourage participant to understand what it is like to not speak or understand the dominant language and develop communication and teamwork skills.

Dr. Hickman describes how he led an interdisciplinary team to create and validate a new assessment instrument. He discusses the theoretical frameworks of implicit theories of culture and attribution theory, tells the story of the item construction, and explains the statistical processes he used to validate the Cultural Controllability Scale.

Hickman, L. (2019). Development of a Cultural Controllability Scale | Seed Grant 2018. https://hubicl.org/publications/23/1.

In this study, the aim was to extend the narrative to include an understanding of the cultural competence of those who offer said services and whether exposure to the other cultures can increase intercultural knowledge.

Johnson, N. E. (2019). Expanding the Narrative of Intercultural Competence |Seed Grant 2018. https://hubicl.org/publications/64/1.

Vashundara reflects on the lessons she has learned about entering into unfamiliar and sensitive cultural contexts to conduct ethnographic research. She provides suggestions for making contacts, interacting with interviewees, and other best practices of intercultural qualitative methodologies.

Vashundara reflects on the lessons she has learned about entering into unfamiliar and sensitive cultural contexts to conduct ethnographic research. She provides suggestions for making contacts, interacting with interviewees, and other best practices of intercultural qualitative methodologies.

Krishnan, L. (2019). Study Abroad and Intercultural Learning | Seed Grant 2018. https://hubicl.org/publications/37/1.

Krishnan, L. (2019). Study Abroad and Intercultural Learning | Seed Grant 2018. https://hubicl.org/publications/37/1.

Park, K. (2019). Academic and Social Integration of International Students | Seed Grant 2018. https://hubicl.org/publications/16/1

This project "examine[s] the extent to which instructors' orientations ...towards cultural diversity relate to students' perceptions of the classroom environment and educational outcomes in university classrooms..." (Diatta-Holgate, 2017)

Diatta-Holgate, H. A. (2023). Exploring the Associations Between University Instructors' Intercultural Orientations, Students' Experiences in the Classroom, and Educational Outcomes | Seed Grant 2017. https://hubicl.org/publications/195/1

This project compares Korean language learners’ learning style with their intercultural learning outcomes as communicated by them in pre- and post- reflections during a semester-long Korean course.

Huai-rhin Kim (2023). The Impact of Learning Styles on Intercultural Learning Outcomes | Seed Grant 2021. (Version 2.0). http://https://hubicl.org/publications/171/2.

This project investigates international students' experiences in multicultural teams by mixed methods.

Siqing Wei, Li Tan, Matthew Ohland, Amirreza Mehrabi (2023). First-year Engineering Students' Multicultural Team Experiences | Seed Grant 2022. (Version 4.0). https://hubicl.org/publications/189/4.

This course, created by Tatjana Babic Williams in the School of Languages at Purdue University for Italian learners, includes a module on the concept of empathy in an intercultural context.

This research project is an exploratory study aimed at describing the career networks of undergraduate international students utilizing a mixed methods approach to social network analysis to better understand perceived career support.

Seungyoon Lee, Kelsey Patton, Siqing Wei, Subulola Ebunoluwa Jiboye (2023). A Social Network Approach to International Student Career Support | Seed Grant 2022. (Version 2.0). https://hubicl.org/publications/196/2.

This research project is an exploratory study aimed at describing the career networks of undergraduate international students utilizing a mixed methods approach to social network analysis to better understand perceived career support.

Seungyoon Lee, Kelsey Patton, Siqing Wei, Subulola Ebunoluwa Jiboye (2023). A Social Network Approach to International Student Career Support | Seed Grant 2022. (Version 2.0). https://hubicl.org/publications/196/2.

This activity involves reading the play “Hong Kong, Canada” and discussing key scenes that deal with race, language, and nationality as a group. 

This project explores graduate students’ attitudes toward six different intercultural learning modules from the perspectives of a learner and an instructional designer.

Huang, W. (2023). Enhancing Students' Intercultural Competence Through a Service-Learning Project | Seed Grant 2022. https://hubicl.org/publications/192/1.

This project explores graduate students’ attitudes toward six different intercultural learning modules from the perspectives of a learner and an instructional designer.

Huang, W. (2023). Enhancing Students' Intercultural Competence Through a Service-Learning Project | Seed Grant 2022. https://hubicl.org/publications/192/1.

This project aims to map out the lived cross-cultural experiences of international students during the COVID-19 pandemic at a Midwest university.

Chen, J., Yang, Y. (2023). Sense of Belonging: Mapping Out the Lived Cross-Cultural Experiences of International Students During the COVID-19 Pandemic | Seed Grant 2022. https://hubicl.org/publications/190/1

This project aims to map out the lived cross-cultural experiences of international students during the COVID-19 pandemic at a Midwest university.

Chen, J., Yang, Y. (2023). Sense of Belonging: Mapping Out the Lived Cross-Cultural Experiences of International Students During the COVID-19 Pandemic | Seed Grant 2022. https://hubicl.org/publications/190/1

This project aims to map out the lived cross-cultural experiences of international students during the COVID-19 pandemic at a Midwest university.

Chen, J., Yang, Y. (2023). Sense of Belonging: Mapping Out the Lived Cross-Cultural Experiences of International Students During the COVID-19 Pandemic | Seed Grant 2022. https://hubicl.org/publications/190/1

• Draw a House (45 min)
  In this activity, participants are asked to draw a floor plan of a house based on their own experiences and understandings of how houses are typically arranged. They will then compare their floor plans and discuss the differences between them. 
• Fence in or Fence out (45 min)
  Through this activity, participants learn about how their own and other cultures think about and use land/space. 
• Mental Mapping (20 min)
  In this activity, participants draw, share, and compare their own mental maps of a shared space in order to better understand how other people experience the same space differently. 
• The Mockingbird (10 min)
  In this activity, participants learn to model and articulate the concept of cultural distance.
• Nonverbal Communication: Proxemics Surveys (45 min)
  These surveys explore our sense of personal space and how it is influenced by culture (gender, age, ethnicity and profession, as well as by nation). 
• Oxford University Press Nonverbal Communication Activities (duration variable)
  This resource includes 9 activities to introduce nonverbal communication and culture.
• Proxemics in Conversation Across Cultures (15 minutes)
  In this short activity, participants begin by having a conversation at a distance and slowly close the gap in distance. They then debrief how it made them feel and discuss how culture informs proxemic behavior and articulate their own cultural rules for using distance and space.

Dr. Shalyse Iseminger discusses the difference that identity makes in online versus face to face classes.

Shalyse I Iseminger (2023). Comparing the Effects of Social Identities: What the BEVI Tells Us About the Difference that Identity Makes in Online Versus Face-to-Face Classes. (Version 2.0). https://hubicl.org/publications/120/2

• Instructional Materials for Portable Intercultural Modules (PIM): Teaming 1, 2, and 3 (1 hr)
  Portable Intercultural Modules (PIM) are small learning units focused on a single element of intercultural competence (one construct from the American Association of Colleges & Universities VALUE rubric for Intercultural Knowledge and Competence). PIM are turnkey solutions that address the needs of instructors who don't see themselves as experts in intercultural learning. They are meant to be embedded within disciplinary course content, and multiple PIM can be integrated systematically throughout a program of study to support students' development of intercultural competence over a longer period of time.
  
  This course presents a helpful orientation to instructors utilizing one or more of the three PIM that focus on communicating effectively within diverse teams. The course provides a general introduction to PIM, explores the theoretical constructs taught in the Teaming PIMs, exemplifies a range of implementation options from more basic to more engaged, and offers suggestions for facilitation. 
  
  The PIM courses are listed below:
  • Portable Intercultural Module (PIM): Teaming 1: Team Communication (2 hrs)
    In this PIM, learners are challenged to identify their own and others' culturally-determined communication patterns and preferences and identify strategies for managing different communication styles.
  • Portable Intercultural Module (PIM): Teaming 2: Self and Other Awareness (2 hrs)
    In this PIM, learners are challenged to identify personal agendas and cultural dimensions to uncover underlying assumptions, attitudes, and actions that can lead to team conflict and identify strategies for managing personal responses and helping a team address conflict together. 

• Global Engineering Competency Scale (10 min)
  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.
• GlobeSmart Profile (30 min)
  This assessment measures individuals' work styles in order to compare with other cultures, colleagues, and team members. As a result of utilizing and working with this assessment, learners will be able to improve productivity when working with others who have different styles and develop strategies for improved collaboration. 
• Team Assessment - Peer Feedback (1 hr)
  This assessment measures teamwork competencies and is available in English, French, Portuguese, and Spanish.
• Team Values Assessment (1 hr)
  This assessment measures participants "similar and different values and strengths and challenges based on a values profile" (p. 69). 
• Teamwork Rubric (AAC&U) (15 min)
  This assessment measures participants' level of good communication, civil conflict resolution, and a strong but group-oriented work ethic.