This activity enables participants to prepare for a cross-cultural experience, experience and relate to communication barriers, recognize and assess verbal and nonverbal communication, and formulate and discuss strategies for accepting barriers and dealing with frustration.

This activity allows participants to experience how one-way communication, while more efficient, is less accurate than two-way communication, as well as analyze the imprecision of language and the difficulty in describing one's experiences that leads to identical understanding.

This activity teaches participants to listen for their own and other's values as they converse.

This activity enables participants to understand how people can interpret verbal and nonverbal cues and expressions differently. Additionally, it allows them to experience misunderstanding and being misunderstood while learning to cooperate despite communication barriers.

This activity does two things: 1. Help participants understand the importance of using specific language. 2. Encourage listeners to ask questions in order to get all the necessary information during a communicative encounter.

This activity helps participants to understand how we, as listeners, can sometimes hear or interpret something differently than what a speaker actually communicates.

In this activity, participants are challenged to seek information and learn more about someone else without asking any questions.

Souce: Steeb, D. R., Miller, M. L., Schellhase, E. M., Malhotra, J. V., McLaughlin, J. E., Dascanio, S. A., & Haines, S. T. (2019). Global Health Learning Outcomes by Country Location and Duration for International Experiences. American Journal of Pharmaceutical Education, 76-82.

Through a mixed-methods, longitudinal study, the article examined the impact of country income classification and rotation duration on learning outcomes such as knowledge, skills, and attitudes for students with international practice experience. Global Health competencies were measured at pre and post- using a 5-point Likert scale with open-ended questions and focus groups. The results indicated that learning outcomes were different between high and low to middle income country,

This video introduces the procedure, guidelines, criteria and deadlines of the CILMAR Seed Grant proposal submission (the PPT is attached).

The guided writing exercises in this tool help participants to interpret details from daily experience and discriminate between various sets of cultural expectations. The exercises provided in the PDF in the Downloads tab are primarily geared toward college students. However, in the Links tab, there are several resources that will assist you in adapting these exercises for K-12 contexts.

"The Body Ritual Among the Nacirema" is a satirical anthropology paper written by Horace M. Miner in the 1950s. It is a commonly assigned reading for a number of subjects (sociology, anthropology, history, English, etc.) and can be used in a variety of contexts. This tool provides links to several activities that can be used with K-12 students.

This kinesthetic activity enables participants to discuss stereotypes and biases that exist in news sources, recognize and interrogate elements of systemic oppression, and develop team-building skills.

This kinesthetic activity enables participants to reflect on the importance of intervening in oppressive situations and develop team-building skills. It can be used in conjunction with Group Images.

This kinesthetic activity enables participants to develop team-building skills and reflect on how others interpret words and concepts through body language and movement. It can be used in conjunction with the Complete the Picture and Pair Sculpt and Group Sculpt activities.

This kinesthetic activity enables participants to reflect on how they and other's interpret words through body language, movement, and sound, as well as form connections with others. It can be used in conjunction with the Pair Sculpt and Group Sculpt activity. 

This kinesthetic activity will help participants develop team-building skills and reflect on how others interpret words through body language and movement. It can be used in conjunction with the Complete the Picture activity.

This kinesthetic activity will enable participants to develop team-building skills and reflect on how nonverbal communication cues can alter interpretation.

This kinesthetic activity encourages participants to analyze and reflect on power dynamics using movement. 

Theatre of the Oppressed is a form of theatre first created by Brazilian theatre practitioner Augusto Boal. This tool provides a number of resources that include various theatrical activities inspired by the Theatre of the Oppressed and also provide guidance on how to incorporate the activities into a curriculum.

Source: Kwon, S. A., Hernandez, X., & Moga, J. L. (2019). Racial segregation and the limits of international undergraduate student diversity. Race, Ethnicity and Education, 22(1), 59-72.

The authors examined how Asian American students and key Asian American units took on the responsibility of integrating the growing Asian international undergraduate population into student life organizations and activities. The study implied that the institutional arrangement reflected the university's value of diversity, but overlooked the larger patterns of racial segregation on campus, and the marginalized status of racial minority students. The study provided implications for understanding diversity enhancement initiatives in higher education.

Source: Park, K. (2019). Being Connected: Academic, Social, and Linguistic Integration of International Students (Doctoral dissertation, Purdue University).

The purpose of the study is to examine the relationship between academic and social integration of international (n = 253) and domestic students (n = 50) on campus. The results indicated that international students were more exposed to interaction with peers from different language backgrounds in formal academic contexts, such as classroom activities, peer-group work. However, neither international nor domestic students utilized opportunities in informal contexts to interact with each other. 

Source: Akdere, M., Hickman, L., & Kirchner, M. (2019). Developing Leadership Competencies for STEM Fields: The Case of Purdue Polytechnic Leadership Academy. Advances in Developing Human Resources, 21(1), 49-71.

This study describes a competency modeling framework that inform the design of STEM education programs to identify needed interpersonal skills and successfully develop them in STEM students. The authors conducted focus groups and interviews with industry partners, and validated the model through empirical investigation of student outcomes by measuring proficiency, surveying alumni, and discussing with employers. 

Source: Kozak, B., & Wang, P. H. (2019). International aviation collaboration in a study abroad program. https://docs.lib.purdue.edu/aseeil-insectionconference/2019/curriculum/2/

The study aims to improve global exposure and provide students with opportunities outside of the US aviation industry. The authors developed a study abroad program to help students explore and understand European culture, history, and its' aviation industry. The students also worked with fellow students from two European universities on a research project. The study abroad program increased students' global awareness and cultural understanding.

This web page includes an overview of Theatre of the Oppressed, including the various techniques.