The goal of this activity is to instill a growth mindset in STEM students and help them to mitigate problems such as stereotype threat. 

There are two different writing assignments included in the activity instructions (see the Links section in this tool), as well as two short videos for participants to watch before completing the assignments. The facilitator can choose which one they prefer, and students can complete the assignments on their own time and then turn them online. There is also a version of this activity for middle school students in Links. 

This assessment measures five facets of global-mindedness (responsibility, cultural pluralism, efficacy, global-centrism, interconnectedness). Instructors or learners who access the instrument will be better able to differentiate between the commonly confused concepts of "Intercultural Competence" and "Global Citizenship.

To adapt this assessment for an online learning environment, facilitators/teachers can transcribe the questions from the dissertation in the Source section of this tool into a document and send that document to students. Alternatively, if they are using an online learning management system (such as Blackboard or Brightspace) that allows instructors to create assessments and quizzes, they can ask participants to answer questions using that platform. 

In this activity, participants choose a global issue to analyze. This activity is designed specifically for study abroad students so they can learn more about their host country, but it can be adapted to use in other contexts.

Since the majority of the activity is a writing assignment, it can be completed by participants on their own time and turned in online.

This assessment measures foundational components of intercultural competence: global self-awareness, perspective-taking, cultural diversity, personal and social responsibility, understanding global systems, and applying knowledge to contemporary global contexts.  

The assessment is available in the Links section of this tool. Participants can complete it on their own time and then send the results to the facilitator/instructor.

This activity addresses global health issues and helps participants to better understand how health policy and advocacy affect healthcare outcomes across the world.

This activity requires participants to write an issue brief, field journal, and policy brief, which can be completed on their own time and turned in electronically. There is also a discussion portion, which can be done through an online discussion board or video chat. The presentation portion can either be removed, or instructors can ask students to record themselves presenting on their health issue and policy recommendations. 

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.

To adapt this assessment for an online learning environment, facilitators/teachers can transcribe the questions from the article in the Source section of this tool into a document and sent that document to students. Alternatively, if they are using an online learning management system (such as Blackboard or Brightspace) that allows instructors to create assessments and quizzes, they can ask participants to answer questions using that platform. 

This assessment measures seven aspects of global engagement: pluralism, interconnectedness, global mindedness, ambiguity tolerance (flexibility), ambiguity tolerance (new situation preference), diversity openness, host site knowledge.

To adapt this assessment for an online learning environment, facilitators/teachers can transcribe the questions from the article in the Links section of this tool into a document and sent that document to students. Alternatively, if they are using an online learning management system (such as Blackboard or Brightspace) that allows instructors to create assessments and quizzes, they can ask participants to answer questions using that platform. 

This assessment measures behaviors and attitudes that are supportive of environmental or social sustainability (recycling, consumer behavior, energy, efficiency, etc.), shared responsibility, orientation towards equality of human beings, and mutual dependency values. Individuals who take or use the instrument will develop a better understanding of the connection between sustainability values and individual behaviors.

To adapt this assessment for an online learning environment, facilitators/teachers can transcribe the questions from the article in the Links section of this tool into a document and sent that document to students. Alternatively, if they are using an online learning management system (such as Blackboard or Brightspace) that allows instructors to create assessments and quizzes, they can ask participants to answer questions using that platform. 

This assessment measures participants' general sense of belongingness.

This assessment can be completed by participants in their own time (see the Downloads section in this tool) and then sent to facilitators/instructors.

This activity from AFS International Programs enables participants to increase their cultural self-awareness by reflecting on their own personal and cultural experience with stereotyping. It is also a part of the Global Competence Certificate. 

All resources associated with this activity can be downloaded from the AFS site, and participants can complete some portions individually on their own time. For the discussion portions, the facilitator/instructor could create an online discussion board for students to share their thoughts with each other. Another alternative is to have a discussion through video chat.

This activity challenges participants to consider the idea of "belonging" and what that means to them and others. They will listen to an episode of the Radiolab podcast, “For Whom the Cowbell Tolls,” and discuss/reflect on the concepts of naturalization, individualism, collectivism, assimilation, and xenophobia.

Participants can listen to the podcast individually on their own time (see the Links section in this tool). To adapt this activity to an online learning environment, the facilitator/instructor can ask participants to either write an essay based on the discussion questions in the instructions document (see the Downloads section of this tool), or they can discuss the questions in an online discussion board. 

This assessment measures participants' willingness to enjoy new foods as an important marker of openness and willingness to engage in friendship activities.

This assessment can be completed by participants in their own time (see the Downloads section of this tool) and then sent to facilitators/instructors.

This activity helps participants to relax and focus on the process of breathing and the present moment.

The audio file is available in the Links section of this tool, so participants can complete this activity individually on their own time.

The video in this tool (see the Links section) explains the difference between empathy and sympathy. Facilitators/instructors can assign this video as a "reading assignment" in an online learning environment. 

This activity helps participants to develop a better understanding of their stressors and how to deal with stress. It is designed for a study abroad program but can be adapted to other contexts. It can also be completed by participants on their own time and then sent to a facilitator/instructor. 

This assessment measures four modes of receiving verbal information: receptive listening, consensus-based listening, exploratory listening, and action listening.

The inventory can be completed by participants on their own time and then sent to the faciliator/instructor.

This massive open online course (MOOC) helps participants to develop their attitudes, skills and knowledge of cultural diversity to create more inclusive environments.

This activity asks participants to analyze bias and assumptions during an interview by taking the perspective of both interviewer and interviewee in a set of videos created by the Purdue Envision Center (see the Links section in this tool).

Both videos are available through YouTube, so participants can watch them on their own time. To adapt this activity to an online learning environment, facilitators/instructors may choose to ask students to write an essay based on the discussion questions on the handout in the Downloads section of this tool. Alternatively, participants can discuss the questions through an online discussion board. 

This media resource can help participants to understand the ways in which narratives and stories can create stereotypes about people and places. During the activity associated with the resources, participants will analyze “single stories” participants may have about specific people or cultures and demonstrate how “single stories” influence bias and stereotypes in order to complicate and grow out of these viewpoints.

The resource is available on both YouTube and the TED Talk website (see the Links section in the tool). In the Downloads section of the tool, there is a PDF with a list of discussion questions. To adapt this activity for an online learning environment, facilitators/instructors may ask participants to watch the video on their own time and then craft an essay based on those discussion questions, or create a discussion forum where participants can discuss the questions.

This quiz, which is available online through the Harvard Business Review, measures how participants compare to others in terms of three types of curiosity.

This assessment measures two dimensions of curiosity: appetite for novelty, and "absorbtion," e.g. the desire to want to "dig deeper" and learn more about a topic, person, activity, etc.

The inventory is available online (see the Links section in the tool). Participants can complete the inventory on their own time and then send it to facilitators/instructors. 

This workbook helps participants to identify and appreciate cultural differences and reflect on their thoughts and feelings during cross-cultural experiences.

The entire workbook is available online (see the Links section in the tool) and many of the activities can be completed individually. 

This assessment measures participants' strategies for learning about another culture. The assessment can be completed by participants on their own time and then sent to facilitators/instructors. Facilitators/instructors could also set up a virtual discussion surrounding the assessment. 

This activity asks participants to identify what are considered typical U.S. cultural values and compare their own perceptions of their cultural values to those considered typical of the U.S.

All of the materials for this activity can be downloaded through the AFS website (see the Links section in the tool). Participants can complete the individual portions of this activity on their own time and then upload their materials to a discussion board or an online learning management system such as Blackboard or Brightspace. 

This massive open online course (MOOC) enables participants to understand the concept of cultural intelligence as well as develop their own level of cultural intelligence.