• Photo Analysis: Women of Cover, an activity
• Working in Unfamiliar Surroundings Quiz, an activity
• CERCLL Collection for Language Teachers, a collection
• Frameworks and Theories for Intercultural Learning in the Language Classroom, a collection
• Assessment of/as Intercultural Learning in World Languages, a collection
• Activities Easy to Adapt for Courses in World Languages, a collection
• Purdue University School of Languages & Cultures Intercultural Learning Study Group, Fall 2019, a collection
• Building the Skill of Empathy for Language Learners, a collection

• Photo Analysis: Women of Cover, an activity
• Red Pill, The (documentary), a media resource
• Selling Masculinity, a media resource and discussion guide
• diversophy® Gender Identity & Sexual Orientation, an activity
• Reclaiming our Stories: Narratives of Identity, Resilience and Empowerment, a media resource
• STEM Education Publications by Purdue Faculty, a collection
• Poker Face, an activity

• Barbie Savior: A Lesson in Intercultural Empathy, an activity
• Ethical Photography & Community-Engaged Global Learning, an activity
• Going Beyond the Comfort Zone, an activity
• A Pecha Kucha on Global Learning Resources in the HubICL, a presentation
• Danger of a Single Story, a media resource and discussion guide
• Body Ritual Among the Nacirema, an activity
• Deep Play: Notes on the Balinese Cockfight, a media resource and discussion guide
• Street Dog's Life, A, a media resource and discussion guide
• Dollar Street, an activity
• Levels, an activity

• A Potluck of Food Attitudes, Beliefs, and Traditions to Share Around the Table, a collection
• Food Attitudes Behavior Openness Scale (FABOS), an assessment
• Foodways: Slurp, a media resource and discussion guide
• Fourteen Ways to Say Thank You Internationally, an activity
• Hello in Different Languages, an activity
• Color in Culture, an activity

This presentation provides tips and tricks for most efficiently finding HubICL resources on a particular topic.

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. 

These slides were part of the "A demonstration of 5 scaffolded activities for engaging with audiences concerning intersectionality" presentation at the SIETAR 2022 National Conference in Omaha, NE.

This activity, created by Dr. Dan Jones, CILMAR, is based on the chapter by Toni Schmader, William Hall, and Alyssa Croft, “Stereotype threat in intergroup relations”. This activity will help participants recognize the mechanisms that cause negative impacts of stereotyping. This activity explores the ways to combat negative performance by identifying and removing stereotype threats. This activity and handout are especially beneficial to instructors and program leaders in addressing issues of academic performance among marginalized and minority students.

This is a transcript of the following podcast: 

Antolini, T. & Gross, R. (Hosts). (2015, September 10). Coming out meatless. In Gravy (No. 21) [Audio podcast episode]. Southern Foodways Alliance. https://www.southernfoodways.org/gravy/coming-out-meatless-gravy-ep-21/

These slides were part of the "An experiential and interactive lesson plan for appreciating difference" presentation at the 2022 NAFSA Bi-regional VI and VIII in Pittsburgh, PA.

These slides were part of the "Interactive (even fun!) resources for reviewing the Intercultural Development Continuum" presentation at the 2022 NAFSA Bi-regional VI and VIII in Pittsburgh, PA.

These slides were part of the "A toolkit for building intercultural empathy through non-verbal communication" presentation at the 2022 NAFSA Bi-regional VI and VIII in Pittsburgh, PA.

An activity from Thiagi: "As a teenager, if you ever desperately wanted to belong to a group but you were not permitted to do so, you know how it feels to be excluded. This jolt deals with the concept of exclusion (and inclusion) in groups."

This activity challenges participants to interrogate how stereotypes affect our first impressions and the value that we place on others. In this activity, participants will place one card from a deck of playing cards on their forehead. They will then interact with each other based on the values on their cards. They will then reflect on how they were treated and how they treated others based on those values. Additionally, they will relate these experiences to issues of diversity, inclusion, and cultural norms.

This activity challenges participants to recognize different communication patterns involving pacing. They will also reflect on how differences in pacing are perceived and how they might interact with individuals who use different patterns from them. In this activity, participants will first learn three different ways that people pace their communication. Then, they will role play using these patterns and discuss how they managed these various roles.

This activity uses a parable—a story that typically imparts a moral lesson—to get participants thinking about cultural differences and similarities. Participants will first read a parable that is provided to them and then discuss their assumptions and moral judgments of the characters based on their own cultural values.

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.