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 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.

In this activity, participants read Hollaback’s description of the 5 D’s and the decision tree and then answer several discussion questions. The 5 D’s of Bystander Intervention Training were developed by Hollaback to help combat bias and harassment. The purpose of the 5 D’s is to empower individuals to support someone who is the target of harassment. 

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 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. 

This assessment measures: 1. Emotions as possible barriers to effective language learning. 2. Emotional baggage that is brought to language learning situations. 

This cross-culturally validated, free, 14-question survey instrument "... was developed to measure individual differences in a stable sense of interdependence and connectedness with nature."  As such, it relates to capacity for mindfulness and emotional resilience.

This free, research-validated 10 question survey instrument measures the intensity of a person's social need to belong.

This 15-question, free & research-validated instrument measures feeling of social interaction anxiety, as opposed to patterns of behavior that might arise from social anxiety.

Many of the methods suggested for becoming more interculturally competent rely heavily on the idea that there must be direct person-to-person interaction (whether physical or virtual), in order for skills to improve.  This can be anxiety-causing for some individuals; thus using this instrument paired with a debrief may be helpful for more introverted learners. 

This assessment measures: 1. How participants feel about the pace & focus of a learning activity. 2. Other possibilities participants imagine that might feel more comfortable.

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 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 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. 

In this activity, participants are divided into groups and tasked with crafting a diversity, equity, and inclusion (DEI) statement that reflects their team’s beliefs, values, and priorities. 

This lesson challenges participants to consider the complexity of power dynamics and how they affect their professional, academic, and/or personal interactions. 

This lesson prepares participants for scenarios where they might have to work closely with someone who holds different or opposing values to them by asking them to create a "third culture space" with someone culturally different from them. 

This lesson will challenge participants to consider how culture affects their professional correspondence. In this activity, they will mine their “Sent” folder in their email and identify language patterns within their responses. They will then reflect on how the context and their cultural norms or values might have affected how they responded in particular instances.

Each individual online assessment measures the participant's implicit attitudes, stereotypes, and biases related to a specific phenomenon or identity characteristic.  Test options include attitudes/biases as regards skin tone, disability/ability, mental health status, transgender status, sexuality, race, ethnicity, weight, age & religion.  There are 15 tests available.

This free assessment, created by a diverse global team of over 100 experts, measures: 1. The current state of diversity, equity, and inclusion within an organization. 2. Progress in managing diversity, equity, and inclusion efforts. 3. Feelings of trust, acceptance, and physical/psychological safety. 4. Short and long-term goals for an organization.  As such, it is not so much a measure of learning as a measure of the climate for learning. As of this writing (in late 2021), the instrument is available in English, French, Spanish & Portuguese.

This assessment measures: 1. The extent to which the following elements of a course foster diversity and inclusion: purpose/goals, content, foundations/perspectives, learners, instructors, pedagogy, environment, assessment/evaluation, and adjustment.

Created by Dr. Chien-tsung Lu, of Purdue's School of Aviation and Transportation Technology, in response to an Intercultural Pedagogy challenge, this instrument assesses the learner's self-described stance on Hofstede's cultural value dimensions, such as Power Distance, Uncertainty Avoidance, etc. Instructions for how to facilitate learning from this formative tool are also provided.

Included as a link from an article published in Inside Higher Education, this 4 question open-text assessment,intended to be used anonymously can yield rich qualitative data about inclusivity in the classroom, from the students' perspectives.  The article itself is also thick with good self-education suggestions from the group Learned Scientists for Racial Justice.  We highly recommend both resources!

Created by one of the world's foremost social psychology theorists, Dr. Mark Leary, this validated 10 question open-source survey instrument measures the degree to which an individual adheres to a belief that ".. everything that exists is part of some fundamental entity,substance, or process." Sense of oneness is related to universalism (see also the Miville-Guzman Universality-Diversity Scale) , to many religious belief systems and, often, to openness to mystical and/or transformative experiences.