http://ajssmt.com/Papers/41141154.pdf

America’s comparative geographic isolation from the rest of the world has led many of its citizens to lack global intercultural capabilities, as exemplified by high rates of failure among expatriates working on international assignments for their organizations. In efforts to solve this dilemma, American institutions of higher education have increasingly been integrating study abroad programs and globalization curricula into their coursework. Related assessment tools, such as the Intercultural Effectiveness Scale (IES), have been developed to help instructors to better evaluate students’ intercultural skillsets. These instruments allow academic practitioners to better understand and nurture global awareness and intercultural capabilities in order to plan curricula that best match students’ skill levels and areas of need related to intercultural competencies. This study utilized the IES pre- and post-surveys during an introductory globalization course to understand student capabilities and better predict overall student intercultural competencies.

Welcome CERCLL affiliates and ICC conference attendees! I have put together this collection of activities that you might find useful in supporting intercultural development in language classrooms, including great culturally oriented icebreakers and tools related to nonverbal communication, cultural worldview frameworks, and openness. Enjoy, and let me know if there are other activities you think should be included here.

Resources related to the pendulum model of intercultural competence development and maintenance

This collection brings together the supplemental materials from the 2020 Intercultural Assessment Smackdown performed as a 30 minute session at the 2020 IUPUI Assessment Institute , by Dr. Aletha Stahl & Katherine Yngve; now available on Youtube at this location.

This collection contains Dr. Kathryn Sorrells' book, as well as a video and a case study, on the Intercultural Praxis Model.

Articles, resources, activities related to incorporating DEI into intercultural communications

These resources help graduate students become better presenters, improve intercultural communication skills, practice reflective self-awareness, and gain an understanding of intercultural learning. 

According the Center for Urban Education, at USC, "The term “Equity-Mindedness” refers to the perspective or mode of thinking exhibited by practitioners who call attention to patterns of inequity in student outcomes. These practitioners are willing to take personal and institutional responsibility for the success of their students, and critically reassess their own practices. Practing Equity-Centered Assessment requires that practitioners are race-conscious and aware of the social and historical context of exclusionary practices in American Higher Education." 

In this collection, we highlight assessment tools that are designed to be explicitly conscious of race, ethnicity & the history of exclusionary practices in education, and therefore, to help the practitioner or the institution practice equity-minded assessment of student learning and the student experience.

This collection contains articles that use a variety of intercultural assessment tools, such as IDI, BEVI, IES, and rubrics (e.g., AAC&U) to measure growth of ICC and other intercultural learning outcomes.

In a previous position, I used to get this question a lot: "Why do all of the ______ kids stick together?" Domestic students would ask it about specific nationalities. International students would ask it about students from the US. One particular time stands out, when an English language and culture class asked their instructor why all the Americans stick together, why it was so hard to make American friends, etc. She asked me to come and address them. 

The first exercise in this collection--Language Envelopes--is how I jumpstarted the conversation with that particular class. The rest of the collection contains experiential activities that I wish we had had time to work through that day. I share them in hopes that, if you are asked the same question, you will find them useful.

This collection pulls together all of the rubrics available on the HubICL for assessing intercultural learning.  As of June 2021, there are eight of them.We've also included the Purdue version of the AAC&U intercultural competence rubric which served as a foundational document for the HubICL sorting categories.

Finally, as a bonus, we've including a link to a blog article that explains how to make sense of qualitative data!

Global Dynamics provides research, training, and coaching in cross-cultural competence, global mindset, diversity and inclusion, unconscious bias, global leadership, teambuilding, and virtual workforce effectiveness. 

This collection includes articles published by Global Dynamics, as well as a short memoir by Dr. Neal Goodman, CEO of Global Dynamics. 

This collection contains journals in the field of intercultural learning, intercultural communication, and scholarship of teaching and learning. 

The activities featured in this collection help participants get to know one other and build community together.