This activity incorporates readings and two activities aimed at getting participants to think about the cultural values that define who we are by examining their own identity and values. It is designed for students who are studying abroad.

This activity requires participants to observe people from another culture and practice complimenting others, reflect on connections between verbal and nonverbal responses and cultural factors that dictate social norms in the host culture, and recognize and participate in cultural differences in verbal and nonverbal communication. It is designed for students who are studying abroad.

This activity requires participants to ask deeper questions and interact with members from a different culture; find culturally significant objects and places; and seek out and articulate answers to questions about culturally specific objects and places in a way that reflects multiple cultural perspectives. It is designed for students who are studying abroad.

This activity enables participants to contemplate and explain their culture-learning goals for their time during their semester abroad, develop logical and consistent plans to attain goals, and identify multiple approaches for attaining goals. It is designed for students who are studying abroad.

This activity allows participants to introduce themselves to other classmates/group members, as well as consider cultural factors that led to their study abroad experience. It is designed for students who are studying abroad.

This activity is often introduced with a focus on privilege, e.g., "nationality privilege, race privilege, gender privilege," etc. This version is designed to lead participants to an understanding of privilege as unearned advantage without initial use of the term. Delaying the use of the term may allow participants whose instinct is to shut down, to experience immediate deep feelings of guilt, and/or to focus on their family's use of "privilege" as something earned to engage more fully with the experience of collecting Legos. 

This syllabus for a 1-credit course offered through Purdue's School of Languages and Cultures was designed for both students who enrolled for credit and for language instructors who joined out of professional interest. Weekly meetings alternated between a focus on theoretical texts and on pedagogical tools and facilitation strategies.

This assessment measures respect, openness, empathy, and tolerance of ambiguity. It can be used as a formative assessment to set the tone for appropriate and effective behavior in any group of culture-crossers. It can also be used by an observer or instructor to grade behavior(s) of an individual or a group. Triangulation of observed behavior with expressed self-assessment can, in the hands of a good debriefer or coach, lead to strong "a-ha" moments.

The purpose of this reflective exercise is to allow the sojourner to begin to "take leave" of the study abroad destination, and make meaning of the experience. If done in small groups or with one's host family, it can also increase empathy for other viewpoints and emotional experiences.

This activity aims to help participants respond to being treated as a "stereotypical" representative of their home countries, as well as help them learn how to fit in more in their new host culture. Along the way, they will also gain practice in forming testable hypotheses, an analytic skill applicable to many careers.

During this activity, participants, define empathy, consider how perspectives toward empathy changed, examine the difference between empathy and tribalism, and learn what the "dark side of empathy" means. 

This activity enables participants to define the concept of "critical mass" and analyze photos for critical mass, inclusion/exclusion, and stereotypes.

As a result of this activity, participants will be able to discuss the process of naturalization; discover how individualism, collectivism, assimilation, and xenophobia factor into naturalization; and explain the idea of "belonging" to a place and outline their own sense of "belonging."

As a result of this activity, participants will be able to explain that curiosity is a skill that has to be honed and developed like any other skill; understand that general curiosity translates easily into cultural curiosity; comprehend that it is important to dig beneath the surface, developing curiosity not just about the ‘what’ of culture but also the ‘how’ and ‘why'; and reflect on the process of forming deeper questions about cultural difference.

This one-credit online course is open to select Engineering and College of Science students, who will return to Purdue for a minimum of one additional semester. 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; thereby increasing cultural self-awareness and an ability to work effectively with people from other cultures. 

This free resource is meant to be used as a worksheet for individual reflection that applies the metaphor of a pendulum to the Intercultural Development Continuum for a more robust and realistic sense of one's intercultural competence, the outside forces/events/environmental factors that pull one towards a focus on similarity and difference (magnets), and the strategies and behaviors one can employ to stay balanced (anchors). 

Faculty or staff who complete the Intercultural Pedagogy curriculum will develop the capacity to be a more effective cultural mentor to students while leading study abroad. 

This assessment measures writers' reflections in journals or blogs using five categories of data: culture shock, communication challenge, cultural appreciation, cross-cultural comparison, and adaptive behavior.

This rubric allows instructors to assess communication (clarity and depth), openness (breadth & fairness), and self-awareness (ability to describe one's own academic engagement & personal growth). It also allows learners or instructors to recognize the elements of good critical reflection.

This is a self-scoring 18-question assessment instrument. Given its self-scoring nature, this assessment will help individuals or teams develop greater awareness of the components of active and empathic listening.  Used in tandem with a debrief or as a discussion starter, it may also create awareness of others' listening skills or help trigger empathy.

This activity enables participants to become more comfortable with taking risks and sharing about themselves. It can be adapted for many different types of groups and contexts. 

This activity uses crossword puzzles to help students understand culture and its influence on behavior and begin to recognize different cultural traditions. 

This activity helps participants to understand the importance of using specific language in order to effectively communicate.

This activity uses playing cards to help participants recognize that people bring different talents, perspectives, and backgrounds to groups, as well as understand the benefits of forming diverse groups. 

This activity helps participants understand the relationship between stereotypes, beliefs, and perceptions and explore the limitations of inductive thinking, including confirmation bias.