• Unpacking Implicit Bias in Mentorship Self-Directed Learning Module (Duration: 2 hours)
  In this course, we will explore the intricacies of mentorship, addressing implicit biases to create an inclusive environment. By the end of the course, you will be able to recognize  biases, enhance communication, and foster inclusive mentorship practices.
  
  To access the course:
  • Click Register
  • Click Offerings in the grey tab
  • Click Enroll in Course
  • Click Outline
  • Click through the Course Outline to see the content
    
    To access the Unpacking Implicit Bias in Mentorship Self-Directed Learning Module YouTube playlist click here. 
     
• Twelve tips for teaching implicit bias recognition and management (Gonzalez et al. 2021)
  This article introduces 12 practical tips for practitioners seeking to introduce and explore implicit bias with learners. 
  • How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development (Gonzalez et al., 2018)
    This article (same first author) provides data on educators who facilitate implicit bias content, including challenges and implications.
• Understanding Implicit Bias (Staats, 2015)
  This article encourages practitioners to analyze their own implicit bias and how it impacts the lives of those around them and provides case studies where implicit bias was at play, as well as strategies for addressing implicit bias.

• Mindset Assessments
  These surveys from mindsetworks assess mindset and identify development areas. 
• Growth Mindset vs. Fixed Mindset (2 minutes)
  This video details the definitions and differences between a growth mindset and a fixed mindset.
• Growth Mindset: What it is, and how to cultivate one
  This article from Oregon State University gives a definition of growth mindset and offers ways to develop this mindset.
• The role of growth mindset in shaping teachers' intercultural competencies: A study among Finnish teachers
  This scholarly article explores the relationship between teacher growth mindset, intercultural competencies, and orientation toward students. 
• Why Is Intercultural Learning Important?
  This article details the importance of intercultural learning within a study abroad context and its role in developing a growth mindset.
• Growth Mindset and Learning about Equity, Diversity, and Inclusion
  This article explores the intersection between fixed vs. growth mindset and approaches to equity, diversity, and inclusion.
• CILMAR's Growing Intercultural Leaders Program Participant Reflection Essays (both essays attached as Word documents to this post)
  These essays provide insight into Karcher's and Krishnan's personal intercultural growth:
  • "My Journey as an Academic Mama" - Liz Karcher, Associate Professor, Animal Sciences, Purdue University
  • "How do you understand yourself as an intercultural leader?" - Lata Krishnan, Clinical Professor Emerita, Department of Speech, Language, and Hearing Sciences, Purdue University
     

• Growth Mindset Activity for STEM (1 hour)
  "This activity is an intervention to instill a growth mindset in students in a STEM classroom" (LSA Inclusive Teaching Initiative, University of Michigan, 2018).
• My Plan for Intercultural Growth (2 hours)
  This activity provides a framework for learners to identify areas of intercultural growth, steps to take to begin developping, and how they will assess their growth.

• Cultural Differences in Humor Perception, Usage, and Implications (Jiang et al., 2019)
  This scholarly article is a literature review on perceptions of and behaviors around humor across eastern and western cultures. 
• Culture Shocks: Humour across cultures
  This online article details both the universal and particular aspects of humor and shares common regional practices in using humor.
• Laughing at Different Jokes: Humor Across Cultures
  This Psychology Today article also details differences in perceptions and usage of humor, as well as styles, between eastern and western cultures.
• Intercultural guide to humor (at home and abroad) | Piotr Pluta | TEDxOslo (15 minutes)
  This Ted talk video provides perspective on humor across cultures. 
• Isn't That Funny?
  This article provides humorous anecdotes from around the world.
• In The Good Way: Looking at Tribal Humor
  This article provides insights on Indigenous and Native American humor. 

• Whose Line is it Anyway? (1 hour 30 minutes)
  This kinesthetic activity involves participants take the role of audience members and actors in a TV studio with the aim of representing varied styles of humor, demonstrating humor as a tool to use across difference,  and diving into the challenges of humor across difference.
• diversiSMILES Mini-Game (1 hour)
  This game is a tool for groups to discuss humor across cultures.

• Contextualizing Identities (1 hour)
  In this activity, participants explore how different identities become more salient under different circumstances.
• Reclaiming our Stories: Narratives of Identity, Resilience and Empowerment (4 hours)
  This text encourages learners to empathize with the perspectives of contributing authors who describe the often ugly and painful realities they have confronted since an early age, acknowledge the systemic racism and inequality of opportunities present in the communities the authors describe, analyze themes such as trauma, outrage, healing, triumph, and love present in the collected narratives, and recognize how storytelling can support the resilience and empowerment of storytellers as well as readers.
• Seeing You Seeing Me (1 hour)
  In this activity, participants learn to compare and contrast how they see themselves and how they perceive others see them, discuss nuances of their hidden and visible identities and the stereotypes that other people seem to apply to them, and identify examples of the Looking Glass Self process of self-image development in their own lives. 
• Tradition and Identity in Whale Rider (3 hours)
  In this activity, participants watch the movie Whale Rider and discuss the relationship between traditions, values, and identity, recognize how traditions, values, and beliefs change across generations, and reflect on how traditions, values, and beliefs have changed within their own families. 
• Curious "Show & Not Tell" Icebreaker (30 minutes)
  In this activity, participants bring an item with them, answer questions about it, and practice curiosity by asking questions of others without knowing the identity of the object owner, making guesses about that individual's life and possible culture. 
• Mapping Social Identity Timeline Activity (30 minutes)
  In this activity, participants create a timeline demonstrating how their identities have developed throughout their life to help them understand how social interactions affect their identities. 
• The Spectrum Activity, Questions of Identity (10 minutes)
  In this activity, participants "consider their identities critically and how identities are more or less keenly felt in different social contexts," recognize "how privilege operates to normalize some identities over others," and appreciate "their shared identities...as well as the diversity of identities" involved in the activity (LSA Inclusive Teaching Initiative, University of Michigan, 2017).
• Personal and Social Identity Wheel, Identity Circles, Beads, and Molecule, The Paseo (Circles of Identity), Circles of My Multicultural Self (30 minutes - 1 hour and 30 minutes)
  These 7 activities encourage participants to identify and describe personal identities, explore multiple identities, and examine the stereotypes associated with different identities. 
• The Five Minute Poem (5 minutes)
  In this activity, participants write a short poem express their identities through "I am from..." statements related to familiar sights, sounds, smells, foods, sayings, and friends. 
• Identity-Based Rejection Sensitivity (45 minutes)
  In this activity, participants describe the phenomenon of identity-based rejection sensitivity and its consequences and analyze potential solutions that avoid self-fulfilling prophecies of rejection based on a stigmatized identity.
• Through Other Eyes (10 minutes)
  This is a quick perspective-taking activity that asks participants to close their eyes and imagine different identities, concluding with a debrief discussion on how cultural identities can be both empowering and limiting.  
• Training Culturally Diverse You (45 minutes)
  This activity begins with a discussion about what influences our identities (universal things, unique personalities, culture, etc.). Participants then discuss and map out a network of groups they belong to and discuss factors that impact how they behave in different contexts. 
• Who Am I? Echoes of Culture (1 hour)
  In this activity, participants learn to "understand how identity is shaped and reinforced by the cultural discourse that has been internalized, understand and accept how culture shapes us as individuals and distinguishes us when we find ourselves in new cultural circumstances, and listen for the cultural discourse that has shaped and continues to shape the people in the new culture and environment where they find themselves" (Cassiday & Stringer, 2015, p. 101).
• I Am From Poems (30 minutes)
  This activity is similar to the Five Minute Poem activity. Participants will write short poems where each line begins with “I am from,” which will allow them to describe their heritage using the details and memories most important to them. 
• The Kluckhohn Questionnaire (no duration provided)
  In this activity participants learn to examine cultural identity and self-awareness, assess how their beliefs and cultural attitudes have changed from childhood to adulthood, and analyze and describe their current cultural beliefs and values.
• Paper Basket Exercise (25 minutes)
  In this kinesthetic activity, participants explore the concept of privilege by throwing a ball into a paper basket.
• I Am Poems (30 minutes)
  Another identity poem option, this activity provides several poem options for exploring identity with learners. 
• Who Am I? Identity Dialogue (1 hour)
  In this activity, participants list up to 12 identities and reflect on them in order to articulate how they perceive their own identities and analyze why they place value on certain aspects of their identity.
• Voices from the Past (45 minutes)
  In this activity, participants share their name, a culture they identify with, a key message they heard from someone influential in their life, and their role or profession to "gain insights into what drives fellow team members, interact at a personal and powerful level from the start of a program, and set the tone for deep discussions on identity and cultural values" (Berardo, 2012, p. 143). 
• Sherlock Holmes (1 hour and 15 minutes)
  As a result of this activity, participants "understand the importance of the constant self-reflection needed to be interculturally competent, explore how each of us sees the world around us and how we make meanings, and appreciate that we have multiple cultural identities and that combinations of identities work together in different contexts" (Rao, 2012, p. 179). 
• Name Story, aka The Name Game (1 hour)
  In this activity, participants share about their name, who named them, and its origins. The activity is designed to help participants "identify the importance of names as part of personal identity, identify different cultural ways of naming people, and understand the importance of calling people by the name they prefer—and pronouncing it properly" (Stringer & Cassiday, 2009, p. 157).
• Cultural Autobiography (45 minutes)
  In this activity, participants construct a cultural autobiography, exploring their different identities and contextual and cultural factors informing these identities.

• Diving into Identity for Intercultural Learning Self-Directed Learning Module (Duration: 2 hours)
  This course aims to increase awareness of cultural diversity and enable educators to enhance inclusion and equity within their organizations by embodying intercultural learning principles.
  
  To access the course:
  • Click Register
  • Click Offerings in the grey tab
  • Click Enroll in Course
  • Click Outline
  • Click through the Course Outline to see the content
     
• To access the Diving into Identity for Intercultural Learning Self-Directed Learning Module YouTube playlist click here. 

This post includes additional intercultural learning activities that can be facilitated in the language classroom outside of the activities already included in the collections re-collected in this collection.

• Lost in Translation (3 hours)
  In this language learning reflection for students studying abroad, participants "keep a record of [their] language learning while abroad, take ownership of [their] language learning, so as to increase [their] motivation and likelihood of continuing with the language upon return, reflect on the linguistic, sociolinguistic, and sociocultural aspects of language learning in context" (Ogden, 2009). 
• Taking My Motivational Temperature on a Language Task (10 minutes)
  This assessment measures emotions as possible barriers to effective learning and emotional baggage that is brought to learning situations. 
• Fourteen Ways to Say Thank You Internationally (1 hour)
  In this activity, participants learn to recognize different cultural traditions, "understand the concepts of 'culture' and intercultural adaptation, become more aware of their own culture and recognize its influence on their behavior, appreciate the value of learning and using other languages" (AFS, 2015). 
• Language, Culture, and Perception: The Sapir-Whorf Hypothesis (1 hour 10 minutes)
  In this activity, participants discuss the Sapir-Whorf Hypothesis and how language and culture may shape their thoughts and perceptions and linguistic choices.
• Foreign Language Can-Do Statements (15 minutes)
  This assessment measures participants' ability to goal-set for communicative competence in seven different domains of communication, including listening, writing, and presentational speaking.
• Language Strategy Use Inventory (10 minutes)
  This assessment measures participants' preferred language-learning strategy toolkit. 

1. START HERE
   Background
   
   Purdue CILMAR's Portable Intercultural Module (PIM) webpage provides background information on PIM.
    
2. LEARN MORE
   Background + Implementation Directions
   
   This self-directed course (Duration: 1 hour) provides instructions and resources on how to embed teaming PIM into your curriculum. 
   
   To access the course:
   • Click Register
   • Click Offerings in the grey tab
   • Click Enroll in Course
   • Click Outline
   • Click through the Course Outline to see the content
      
3. THE TOOLS
   Downloads and Resources
   Tech tips can be found attached to this post.
   
   The following HubICL tool includes the downloadable materials to embed tricky communication PIM into BrightSpace, Moodle, or Canvas:
   • Portable Intercultural Module (PIM): Tricky Communication: Intent vs. Impact 

1. START HERE
   Background
   
   Purdue CILMAR's Portable Intercultural Module (PIM) webpage provides background information on PIM.
    
2. LEARN MORE
   Background + Implementation Directions
   
   This self-directed course (Duration: 1 hour) provides instructions and resources on how to embed teaming PIM into your curriculum. 
   
   To access the course:
   • Click Register
   • Click Offerings in the grey tab
   • Click Enroll in Course
   • Click Outline
   • Click through the Course Outline to see the content
      
3. THE TOOLS
   Downloads and Resources
   Tech tips can be found attached to this post.
   
   These HubICL tools include the downloadable materials to embed teaming PIM into BrightSpace, Moodle, or Canvas:
   • Teaming 1: Team Communication
   • Teaming 2: Self and Other Awareness

"The Global Intercultural Communication Reader is the first anthology to take a distinctly non-Eurocentric approach to the study of culture and communication. In this expanded second edition, editors Molefi Kete Asante, Yoshitaka Miike, and Jing Yin bring together thirty-two essential readings for students of cross-cultural, intercultural, and international communication. This stand-out collection aims to broaden and deepen the scope of the field by placing an emphasis on diversity, including work from authors across the globe examining the processes and politics of intercultural communication from critical, historical, and indigenous perspectives.

The collection covers a wide range of topics: the emergence and evolution of the field; issues and challenges in cross-cultural and intercultural inquiry; cultural wisdom and communication practices in context; identity and intercultural competence in a multicultural society; the effects of globalization; and ethical considerations. Many readings first appeared outside the mainstream Western academy and offer diverse theoretical lenses on culture and communication practices in the world community. Organized into five themed sections for easy classroom use, The Global Intercultural Communication Reader includes a detailed bibliography that will be a crucial resource for today's students of intercultural communication" (Asante et al., 2014).

Asante, M. K., Miike, Y., & Yin, J. (Eds.). (2014). The global intercultural communication reader (Vol. 2). New York, NY: Routledge.
 

From the abstract:

Through the years, many have struggled to understand silence as a phenomenon and as a communicative tool, and the result of this struggle is a multi-disciplinary body of literature full of more contradiction than agreement about the definitions, values, and uses of silence (Acheson, 2007). In much of this work (e.g. Anzaldúa,1987; Foss and Foss, 1991; hooks, 1989; Lakoff, 1990; Olsen, 1978), silence is juxtaposed against speech in a binary of power, with silences and the silenced perceived as less powerful while the spoken and those who speak are deemed more powerful. However, continued scholarly disagreements over silence make it clear that the relationship between silence and speech, as well as the relationship between each of these and power, cannot be explained by a simple binary, and that one’s perception of these relationships is often dependent upon one’s paradigmatic perspective (Acheson, 2007).

Acheson, K. (2013). Fences, Weapons, Gifts: Silences in the Context of Addiction. In: S. Malhotra, & A. C. Rowe (Eds.). Silence, Feminism, Power. Palgrave Macmillan.

From the abstract:

This slide deck describes invitational rhetoric and how it informs feminist learning spaces like writing centers.

• Edward T. Hall, Proxemic Theory, 1966 (Article)
  This article details Proxemic Theory from Anthropologist and cross-cultural researcher, Edward T. Hall. 
• “Don’t stand so close to me!” How does your culture affect your attitude to personal space? (Article)
  This LinkedIn article sheds light on cultural differences in proxemics. 
• When Does Close Become Too Close? (Article)
  This Psychology Today article presents a research study in which Edward T. Hall's claims that high contact and low contact cultures dictate spatial comfort are not supported. Rather, gender, age, and a country's annual temperatures were the strongest predictors of space preferences.
• Context of Cultures: High and Low (Article)
  This resource discusses high and low context cultures and how these cultural general frameworks inform how space is seen cross-culturally.
• Commuter Proxemics in Japan (Video - 13 sec)
  This video shows commuters in Japan and could be used as a discussion starter in a group to begin unpacking how space is used across cultures.
• COVID Expanded the Boundaries of Personal Space—Maybe for Good (Article)
  This article discusses how COVID impacted personal space rules.
• Understanding Proxemics through Restrooms: A “Hands-Off” Approach to Personal Space and Communication (Article)
  This article presents an activity that discusses space in public restrooms.
• Proxemics in Conversations Across Cultures Demonstration (Video - 4 mins)
  This video demonstrates the Proxemics in Conversations Across Cultures Activity. 

• All stages:
  • The Intercultural Development Continuum
  • Mindsets of the Intercultural Development Inventory (IDC)
• Denial:
  • Cultural Competence in Denial and Polarization
  • The Intercultural Development Continuum - Denial
• Polarization:
  • Cultural Competence in Denial and Polarization
  • The Intercultural Development Continuum - Polarization
• Minimization:
  • Cultural Competence in Minimization
  • The Intercultural Development Continuum - Minimization
• Acceptance:
  • Cultural Competence in Acceptance and Adaptation
  • The Intercultural Development Continuum - Acceptance
• Adaptation:
  • Cultural Competence in Acceptance and Adaptation
  • The Intercultural Development Continuum - Adaptation

Kris Acheson-Clair has graciously added to the HubICL the materials that she uses when teaching undergraduates about Transformative Learning Theory. In this post, you will find a complete HubICL Course on the theory, along with materials to use in your own classroom.

Given the prominent role of graduate teaching assistants (GTAs) in preparing pre-service teachers to be culturally relevant educators, [the authors] developed a series of online learning modules for GTAs in a College of Education to support their intercultural competency development. [The authors] developed the Introduction to Cultural Competency in Education online learning modules with two primary frameworks: (a) the Culture Cycle (Hamedani & Markus, 2019), which conceptualizes culture by ideas, institutions, interactions, and individuals; and (b) the Intercultural Development Continuum (Hammer, 2012), which supports individuals to reflect on their intercultural competencies and identify areas of growth, progressing from denial, polarization, minimization, acceptance, to adaptation.

Temitope F. Adeoye, Virginia T Cabrera, Daniela Castellanos-Reyes, Michael R Lolkus, Marquetta I Strait (2022). Supporting Graduate Teaching Assistants' Intercultural Competencies | Seed Grant 2021. (Version 2.0). https://hubicl.org/publications/167/2

This dissertation features a curriculum development project on redesigning a piloted multicultural reader which serves to cultivate intercultural competence in diverse domestic and international students in first year writing courses.

Based on Deardorff’s theoretical framework, this study took a pragmatic lens of understanding the characteristics of generation Z.

Huai-rhin Kim, Jungsun Kim (2023). Systematic and Phenomenological Investigation of Intercultural Competency among Purdue Undergraduates | Seed Grant 2020. (Version 2.0). https://hubicl.org/publications/134/2.

This project aims to increase enrollment of students persistently underrepresented in study abroad programs, specifically URM students and first-generation students, through a model for outreach and recruitment in Honors College.

Swanson, N. W. (2021). Developing an Outreach and Recruitment Model to Promote Diversity in Honors Study Abroad | Seed Grant 2020. https://hubicl.org/publications/140/1.

The research presents a comparative analysis and assessment of intercultural communication of networked communities in Nepal and Puerto Rico.

Baniya, S. (2020). Strengthening Intercultural Communication in Disaster Response: Lessons from Nepal Earthquake and Hurricane Maria | Seed Grant 2019. https://hubicl.org/publications/123/1.