Similar to the ASKS2 survey, this online survey uses the AAC&U Global Learning VALUE Rubric as the construct for its questions. Questions related to the domains of diversity and personal and social responsibility help address power dynamics and agency. 

Slides from the webinar presented by Tatjana Babic Williams and Aletha Stahl, April 13, 2021.

This activity uses another assessment tool (the ASKS2) in a formative way -- assessment as pedagogy. 

https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2016

Bigatti, S. M., Gibau, G. S., Boys, S., Grove, K., Ashburn-Nardo, L., Khaja, K., & Springer, J. T. (2012). Faculty perceptions of multicultural teaching in a large urban university. Journal of the Scholarship of Teaching and Learning, 12(2), 78–93.  https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2016

https://www.sciencedirect.com/science/article/abs/pii/S088949061400012X

ang, O., Staples, S., & Wittner, E. (2012). Impacting undergraduates’ perceptions of ITAs through institutionally supported contact. TESOL ITA Interest Section Newsletter

https://www.sciencedirect.com/science/article/abs/pii/S0889490614000611

Staples, Shelley. (2015). Examining the linguistic needs of internationally educated nurses: A corpus-based study of lexico-grammatical features in nurse-patient interactions, English for Specific Purposes, 37, 122-136, https://doi.org/10.1016/j.esp.2014.09.002. 

https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1111/j.1467-971X.2009.01578.x

Berns, Margie. (2009). English as lingua franca and English in Europe. World Englishes, 28(2), 192-199. 

https://doi-org.ezproxy.lib.purdue.edu/10.1111/j.1467-971X.2009.01578.x

http://file:///C:/Users/munas/Downloads/ncruz004,+Lee.et.al.JIS.11.3.pdf

Lee, D., Allen, M., Cheng, L., Watson, S., & Watson, W. (2020). Exploring Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting. Journal of International Students, 11(3), 567–585. https://doi.org/10.32674/jis.v11i3.2145

https://docs.lib.purdue.edu/open_access_dissertations/1042?utm_source=docs.lib.purdue.edu%2Fopen_access_dissertations%2F1042&utm_medium=PDF&utm_campaign=PDFCoverPages

Allen, Matthew C., "Developing L2 reading fluency: Implementation of an assisted repeated reading program with adult ESL learners" (2016). Open Access Dissertations. 1042.
https://docs.lib.purdue.edu/open_access_dissertations/1042

This lesson challenges participants to consider how a mismatch between intent and impact can cause conflict and develop strategies for mitigating problems. They will first learn the differences between intent and impact and then find real-world examples where intent and impact did not match. 

This lesson will challenges participants to think more deeply about scenarios that cause unintentional harm. They will first identify several situations where they have either experienced or caused unintentional harm. Then, they will place those scenarios on a Jamboard shared with several group members and reflect on how they felt and how they might have handled the situation differently. 

This lesson presents the concepts of etic (outsider/objective) and emic (insider/subjective) understanding of culture. The slides explain the differences in these two perspectives, offer motivation for developing emic perspectives by discussing the value of this viewpoint, list some strategies for learning to see a culture from the insider viewpoint, and use concrete (published) case study examples as fodder for practice and instruction. 

In this lesson plan, participants describe an intercultural interaction. Participants choose an interaction in which they took part, as this will be more beneficial for them in terms of self-awareness. The interaction participants choose should have involved some confusion, misunderstanding, conflict, or offense of some sort, on their part or on the part of others involved, and which may or may not have been resolved. Participants identify who was involved, where they were and under what circumstances, what was said or not said, and what happened. 

This lesson challenges participants to think more deeply about how culture contributes to everyday norms/behaviors and habits. With a partner, they will choose several cards from two sets: cultural contexts and behaviors/norms. Then, they will talk through their life experiences and attempt to “connect the dots” between how their cultural contexts have affected their behaviors/norms in particular scenarios. Finally, they will complete a debriefing reflection on what they learned about themselves and their partner.

This lesson challenges participants to practice thick description and dig deeper into how culture impacts how people design and use physical spaces. They will choose a space to observe and then write a thick description essay based on the notes that they take.

This activity asks participants to create their own retelling of a popular movie, comic, novel, or historical event and reflect on their experience of shifting perspectives.

This lesson asks participants to reflect on their emotions and practice managing them during interactions that may be tense or uncomfortable. They can choose either to talk with a family member or close friend with whom they disagree on a deeply-held value/belief or to attend an event in which their social identity is minoritized. Either way, they will reflect on their emotions before, during, and after the conversation/event and consider how they might more strategically manage their emotions for future difficult encounters.

In this activity, participants will play Among Us, an online multiplayer (4-10) social deduction game where individuals are categorized as either crewmate or imposter. Each round everyone either completes tasks or, as an imposter, they must kill the other crewmates without being discovered. When a body is discovered, or someone calls an emergency meeting, everyone has to explain what they were doing, and the imposter must lie and protect their identity. Players of the game are quickly aware of the other players’ various communication styles and often have to adapt a different style to successfully play the game. For example, will they be quieter when everyone converses to hide their deeds? Do they tend to talk over individuals to demonstrate their innocence? Are the pauses between their sentences something to be suspicious of?

The movie is about a true story of three brilliant African American women who worked at NASA during the early 1960s. At this time, both women and people of color were widely and openly discriminated against, particularly in segregationist Virginia.

Source: https://www.familyminded.com/s/family-movies-that-celebrate-diversity-446eb171be8f4216

The film follows a Chinese-American family who, upon learning their grandmother has only a short while left to live, decide not to tell her and schedule a family gathering before she dies.

Note: A tool created for this movie is available at https://hubicl.org/toolbox/tools/649/objectives

Filmmaker Thomas Balmès criss-crosses the globe to observe and record the first two years in the lives of four infants and their families. Ponijao is the youngest of nine children and lives in a village in Namibia. Bayarjargal's family lives in Mongolia. Hattie is a San Francisco couple's first child, and Mari is the first child of a couple living in Tokyo.

https://www.purdue.edu/butler/documents/8-WPS-Special-Issue-2021_Experiential-Learning-from-Home.pdf

Jennifer Dobbs-Oates, Cézanne M. Elias, Megan L. Purcell, and Natasha D. Watkins 

Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Purdue Center for Faculty Success Working Paper Series 4(1) Special Issue: 56-66

https://www.purdue.edu/butler/documents/7-WPS-Special-Issue-2021_Understanding-the-New-Normal.pdf

Nathan W. Swanson and Natasha T. Duncan

Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Purdue Center for Faculty Success Working Paper Series 4(1) Special Issue: 33-55

https://www.purdue.edu/butler/documents/6-WPS-Special-Issue-2021_Reflecting-on-the-Impact-of-COVID-19.pdf

Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Purdue Center for Faculty Success Working Paper Series 4(1) Special Issue: 24-32

https://www.purdue.edu/butler/documents/5-WPS-Special-Issue-2021_Empowering-Faculty-to-Teach-Online.pdf

Charmion B. Rush

Susan Bulkeley Butler Center for Leadership Excellence and Advance Purdue Center for Faculty Success Working Paper Series 4(1) Special Issue: 8-23