This instrument was developed to measure capacity for self-regulated learning (also called life-long learning) and reflection among medical students. It measures Insight, Need for Reflection, Intention for Reflection and Engagement in Reflection.

Citation:

This assessment measures: 1. Intellectual empathy, empathetic emotions and the communication between the two. 2. Empathetic feelings and expression; empathetic perspective-taking; acceptance of cultural differences; and empathetic awareness. CAUTION: Some practitioners feel that this instrument, as written centers "whiteness" and privilege, for that reason, it can be an excellent tool for some learners and a harmful tool for others*. We encourage you to read the questions carefully and to think about your learner audience before using this instrument.

Citation: Wang, Y. W., Davidson, M. M., Yakushko, O. F., Savoy, H. B., Tan, J. A., & Bleier, J. K. (2003). The scale of ethnocultural empathy: Development, validation, and reliability. Journal of counseling psychology, 50(2), 221.

*A similar tool which may be of interest if the SEE seems inappropriate for your learner group is the Generalized Ethnocentrism Scale (GENE), developed and validated by Neulip and McCroskey in 1997. [http://www.jamescmccroskey.com/publications/172.pdf]

Intercultural and inter-ethnic communication apprehension is defined as anxiety about communicating across either cultural or ethnic difference. Full question set for both instruments is included in this 1997 instrument.

Citation:

The ATIBI was designed to measure the attitudes of health professional and students to instruction about implicit bias. It measures: [1] the degree to which an individual values implicit bias instruction, [2] acceptance of implicit bias in oneself, [3] self-awareness & perceived self-efficacy, [4] recognition of the importance of implicit bias instruction, and [5] acceptance of the impact of implicit bias instruction on clinical care.

Citation:

This instrument is designed to measure openness, self-awareness, lack of ego, supportive-ness and capacity for self-critique. Questions can be found on page 61 of the attached article. Note that this instrumentwas designed for use in clinical psychology contexts; for the academic advising initiative, the team changed the word "client" to the word "student."  The Purdue study is only using the questions which measure openness.

Citation: Gonzalez, E., Sperandio, K. R., Mullen, P. R., & Tuazon, V. E. (2021). Development and initial testing of the Multidimensional Cultural Humility Scale. Measurement and Evaluation in Counseling and Development, 54(1), 56-70.

The Institute for Innovative Global Education is another leader on the world stage for COIL. They are especially committed to documenting with rigorous research the effectiveness of COIL and COIL + study abroad combinations of various kinds for intercultural competence development. See their website for more information on virtual education conferences, publications, sample course syllabi, and more. 

This one-credit online course from the University of Minnesota is designed for study abroad students to help them understand/process their intercultural experience, skill-set, and knowledge. 

This is an in-person, 3-credit course from IES Abroad that seeks to develop students’ intercultural awareness and knowledge as  it applies to management. 

This is a one-credit online course open to select Engineering and College of Science students at Purdue University. While abroad, students will complete supplemental readings and guided assignments which will document their study abroad learning and create a portfolio of individual skill acquisition.

This CIEE on-site course is designed to develop its students' skills, knowledge, and understanding so they can communicate and engage more appropriately and effectively in their host city and in other intercultural contexts.

This scene from Hum Tum is a great way to introduce the Dynamic Conflict style (indirect communication and highly expressive in the lower right quadrant) of the Intercultural Conflict Style Inventory (ICS). The Intercultural Conflict Styles Activity + Role Play in the HubICL (link provided in post) presents an example of how you might use this film clip in an activity. 

This activity introduces participants to the Intercultural Conflict Styles and gives them an opportunity to explore their own conflict style and learn about others’ styles. To enrich the activity, participants can take the fee-based inventory if time and funding allows, but the activity can still work without taking the inventory. The goal of this activity is to encourage participants to consider how their conflict style has formed over time and how their and others’ styles impact conflicts.

This activity gives participants the opportunity to re-envision conflicts by considering the source(s), toward more effective and enduring resolutions.

Foss and Griffin (1995) re-imagined traditional rhetoric by creating an alternative way of communicating across differences in opinion, namely through invitational rhetoric (IR). IR is a rhetorical practice that welcomes and honors all perspectives on a topic without the traditional rhetorical practices of persuasion and domination. This activity encourages participants to discover new ways of discussing and disagreeing across differing perspectives and provides real-world examples of IR practices.

Invitational rhetoric was created with the goal of understanding one another rather than persuading others to believe what the rhetor believes. As an alternative to contemporary communication theory (rhetoric as persuasion to change other people), invitational rhetoric fosters strong relationships. In this activity, participants will practice offering perspectives without the goal of persuasion, and practice listening to other’s perspectives without judgment.

In her article, Lisa Lackey sheds light on the realities of grief and loss, presents a call and challenge to companies and organizations as they consider grief leave policies, and shares about the ways in which grief and loss disproportionately affect Black women.

Presents cultural values such as polychronic and monochronic time on a Likert scale but notes that people could be simultaneously high on both ends. This survey followed by discussion could be used to support cultural self-awareness and to help students recognize complexities in themselves, in others, and in cultural groups in general.

This Japanese airline now offers a new menu item - nutrient-rich crickets - for the sake of sustainability!

This article legitimizes "hangry" feelings with a research study that explores the link between feelings and hunger.

This powerful Elon University Open Access Book Series gives us photographic glimpses into "what teaching looks like" in higher education.

Touch is about An elderly Chinese immigrant’s cultural ignorance gets him in irreversible trouble in a public restroom. Despite his harmless intentions, he struggles with his son and the legal system to make the context of his behavior understood. The short film explores the cultural gap between father and son, whilst examining the boundaries in the American judicial system. 

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.