This activity showcases proverbs that contradict each other. With a little research, it is likely that an instructor could come up with several pairs in the target language. This would be a fun way to help students learn proverbs in a target language, consider the role of proverbs, and process the values that generate contradictory "truths" within a cultural community.

The Cross-Cultural Adaptability Inventory is one of oldest existing formative assessment tools for predicting ability to do well in another culture.  It is a 50 item self-scoring instrument which measures: emotional resilience, flexibility/openness, perceptual acuity, and personal autonomy.

This focus group protocol (question set) was developed to probe the learning outcomes of students who have completed junior year abroad programs; it asks open-ended questions about language skills, intercultural skills, engineering skills and professional skills. Questions can be found in the appendix of the article, between the conclusion and the references.

Created by the Stevens Institute, a non-profit entity that supports exchange between the US and Middle Eastern nations, this survey instrument measures: Knowledge of Other Country or Culture, Perspective-Taking & Empathy, Cross-cultural Communication & Collaboration, Self-Other Overlap & Feelings Thermometer, and Satisfaction with the Virtual Exchange Experience.

This comprehensive qualitative toolkit includes a focus group protocol for measuring student satisfaction with the virtual exchange program as well as probing learning outcomes and behavioral change. It also includes a question protocol for understanding one's collaborative partner's perspective(s) and a checklist for activity observation by an outside observer.

The Schutte Self-Report Emotional Intelligence Scale measures mood regulation, social skills and strategic use of emotions.  It has been used around the world, translated into multiple languages and is considered one of the best and most reliable of the open-source instruments which address Emotional Intelligence.

The Inclusion Competencies Inventory is a proprietary, online, research-validated survey instrument which measures: Openness to Change, Adaptability, Connecting with Others, Reading Others, Valuing Different Perspectives and Power Sensitivity.

This seven-question survey instrument measures the degree to which a participant is comfortable with being challenged by difference.  See also the Tolerance for Disagreement Scale: https://hubicl.org/toolbox/tools/914

Individuals who use this instrument may learn more about their openness, self-awareness, lack of ego, supportiveness and capacity for self-critique. This research-validated survey instrument has 15 questions.

This proprietary instrument measures individuals' work styles in order to compare with other cultures, colleagues, and team members, and offer professional development coaching. As a result of this assessment, participants will be able to:  Improve productivity when working with others who have different styles & develop strategies for improved collaboration. 

As a result of this reflection tool as a formative assessment, students will be able to: 1. "Reflect upon their own and their home cultural value." 2. "Name, define, and discuss value differences within and across cultures." 3. "Begin hypothesizing about the host culture’s values" (p. 63).

Individuals who use this assessment may learn how much they or their survey respondents: value instruction about implicit bias, are aware that they have bias, & recognize that being able to identify implicit bias is an important professional skill.

A report assessing whether CILMAR met its goals in 2022. 

This instrument measures willingness to listen to speakers who disagree with one's views and the ability to see lively exchange of differing views as a positive thing. It is a fifteen question Likert-style instrument.

This research-validated tool measures willingness to listen to others even if they are "boring" or their views do not agree with one's own views. There are 24 questions.

Created by the Transcultural Pedagogical Research Group, a team of Purdue doctoral students who have all gone on to tenure-track glory, this coding system, which includes examples, stands as a shining way to make sense of qualitative data as revealed in students' efforts to become better writers.

Originally created and validated in 1997 by noted social psychologist James McCrosky, this instrument measures generalized ethnocentricity, e.g. the idea that your group or culture is better than all other groups or cultures.  There are several versions of this instrument, including one that is specific to US culture.

These two, free research validated instruments measure the degree to which the individual has apprehension about conversational interactions with a person from another ethnicity or another race. Each is about 14 questions long.

Created by Skillify, an online service created by social entrepreneurs at the University of Southern California, to help students transform into young professionals, the myGiide is a free cultural agility assessment, which features action planning for personal improvement. "Cultural Agility" is defined as encompassing the following: tolerance of ambiguity, cultural curiosity, perspective taking, cultural humility, emotional resilience and relationship building.

This quilt was built by San Franciscans based on the stories of their loved ones who had died of AIDS, to honor and continue their legacies. 

In 2009 and 2011, ABC aired two special episodes of 20/20 that told the stories of children and young adults living in poverty in two different parts of the United States. Children of the Mountains (2009) follows youth in Central Appalachia, while Children of the Plains (2011) follows youth that live on the South Dakota Pine Ridge Reservation. Although both groups face immense obstacles to overcome poverty, the children living on the Pine Ridge Reservation may have a particularly difficult time improving their situation because of several overlapping social identity markers that cause them to face discrimination.

This activity asks participants to analyze these two specials using Sisneros et al.’s (2008) web of oppression and the concept of intersectionality and consider how identity contributes to discrimination and disadvantage. According to the Oxford Dictionary, intersectionality is “the interconnected nature of social categorizations such as race, class, and gender, regarded as creating overlapping and interdependent systems of discrimination or disadvantage; a theoretical approach based on such a premise.” The term was first coined in 1989 by Kimberlé Crenshaw, a law professor and social theorist, in her paper, “Demarginalizing the Intersection of Race and Sex: The Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics.”

"The purpose of the Storytelling Project Model is to help communities 'discover, develop, and analyze stories about racism that can catalyze consciousness and commitment to action.' While the model was originally developed for use with students in instructional contexts, it has been adapted for application in a wide variety of dialogue processes with adults and youth."

A report outlining CILMAR's goals for 2023.