This collection includes question activities and resources to spark dialogue, and support relationship-building (i.e., mentoring, communicating across difference, etc.) and team-building.

This Collection was created to capture the HubICL activities and resources demonstrated at the Interactive—Even Fun!—Resources for Reviewing the Intercultural Development Continuum session presented by Annette Benson, CILMAR, at the 2023 NAFSA Conference. 

This collection highlights Thiagi's expertise, research, and application of games and simulations.

This Collection was created to capture the HubICL activities and resources demonstrated at the Ramping up from Theory to Facilitation Pre-conference workshop presented by Annette Benson and Aletha Stahl, CILMAR, at the 2023 Wise Conference. 

This Collection was created to serve as a demonstration model for a presentation being given at Texas Tech in late January 2023.

This collection was presented at the 2022 NAFSA Region VI and VIII Conference as a toolkit of activities for building intercultural empathy through nonverbal communication.

Names Stories are a great icebreaker to teach openness and curiosity.

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

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

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.

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. 

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

This collection features Purdue's journey to scale up intercultural learning by embedding it into the curriculum. 

This collection contains resources (such as activities, readings, etc.) that can help foster civil discourse across difference. 

The tools in this collection address the concept of emotion labor and ask participants to consider how emotion labor affects themselves and others.

These tools use films to facilitate intercultural learning. 

The reports available in this collection demonstrate CILMAR's cycle of assessment. Each year, CILMAR publishes a planning report that establishes the organization's goals for the year. Then, staff members write up a final report assessing whether or not those goals were met. 

When you need an intercultural activity and only have a deck of playing cards, these tools will work. 

These interactive tools use board games to teach intercultural competence. 

This collection features tools in the HubICL Toolbox that address issues related to intersectionality. Several of these tools use various media, such as podcasts, documentaries, and news articles, to demonstrate how the concept can be applied to everyday issues and events. 

I have come across several examples of people or groups of people doing innovative things to reach across party lines in order to engage in dialogue. 

The video clips in this collection were used in Dr. Robert Cox's course, TECH 330: Technology and the Global Society. These videos address immigration/migration and the refugee experience from a variety of perspectives. 

TECH 330: Technology and the Global Society is a course in the Purdue Polytechnic Institute. It was designed and taught by Dr. Robert Cox, Professor and Associate Dean for Globalization. The course focuses on the intersections between technology, globalization, and ethics and can be used as a model/example of a global technology curriculum. This collection includes the syllabus, weekly PowerPoints, and activities associated with the course. The posts in the collection are divided by week and theme. 

This collection provides links to each episode of Purdue's Intercultural Learning and Inclusive Teaching for the New Virtual Paradigm (Virtual ICL) webinar series. It also includes links to all supporting materials associated with each episode.

This collection presents research studies on the benefits of multicultural teams and leadership in professional contexts, as well as how intercultural training in addition to diversity is necessary for team and company success. These studies were gathered from a conversation in the International Educators Community on Facebook.

This collection features media on how different domestic and international cultures have been responding to the COVID-19 pandemic. 

The tools in this collection are either specifically designed for online learning or can be easily adapted to online learning environments.

This collection features tools that address the concept of privilege.

This collection contains tools that all address the topic of listening.

Theatre of the Oppressed is a form of theatre first created by Brazilian theatre practitioner Augusto Boal. It requires audience participation (audience members are referred to as "spect-actors") and its goal is to interrogate and call attention to oppressive power structures. 

This collection includes links to a number of resources that provide various theatrical activities inspired by the Theatre of the Oppressed in addition to guidance on how to incorporate the activities into a curriculum. 

This Collection contains the intercultural learning tools demonstrated at the Best Practices in Creating Your Own Intercultural Learning Tools...and before we are finished with the workshop, the tools created by the participants.

The AAC&U VALUE Rubrics include the skill of empathy as a facet of intercultural knowledge and competence. Through a series of original experiential activities, this WISE 2020 session provides space for participants to discuss the definition of intercultural empathy, the intersection of professionalism with empathy, and the dark, often neglected, side of empathy.

The tools in this collection all use podcasts in some form. 

This Collection was begun in preparation for the Global Education Benchmark Group (GEBG) Summit in Lake Forest, IL, on February 10, 2020.

Getting people together for conversation around the table is often a first step in intercultural learning. Eating together can generate interesting conversations about how different foods generate very different memories.

No matter how far along participants are on the IDC, there is always room for growth.  Because participants in Acceptance are usually fewer in number overall, they can sometimes feel under-challenged.  This collection provides a sampling of tools which can stimulate deeper conversation with participants in on the upper half of the IDC.

Over the years, I have found good examples and also cautionary tales of debriefing,  

This collection contains a variety of resources on using Hofstede materials and concepts in the classroom, as well as articles about Hofstede.

This collections contains all the curriculum tools for a Cultural Mentoring Course. These courses are from a variety of programs and are designed for study abroad students or returnees. They are offered online or in-person/on-site. 

These activities use questions to facilitate intercultural learning.

These simulations or games deal with the concept of elimination.

These activities are excellent for team-building and group work.

All of these tools teach the Hofstede dimensions; many are written by Hofstede. 

This collection compliments "Building the Skill of the Empathy for the Excluded." It focuses on how to work with a particular group, language learners. 

These activities will help develop the skill of empathy. This collection builds off other ideas about Empathy on the HubICL.

Although the ideas in this collection may not be original to CILMAR, these tools contain original and adpated downloadable content, free to users. 

A popular method for generating beginning intercultural conversations is to assign fictional cultural characteristics and then to ask participants to interact according to the rules of their assigned culture.  Several variations of this type of exercise have been published under different names.

A search of the internet reveals many ways to use the I Am poem template.

In Dr. Tara Harvey's blog for January 29, 2019, she notes, "...intercultural competence is all about values—our own and others’. Intercultural conflicts are really, at the core, conflicts in values." So how do we teach students to think deeply about what their values are and how they interact with people who have similar and different sets of values?  This collection contains intercultural learning tools designed to cause students to think about their values and those of others.
 

Much is being talked and written about as to how we can develop "grit" in our students. Recently in a eulogy for Tyler Trent, the Boilermaker perhaps most often in the news during the Fall of 2018, Purdue's President Mitch Daniels (2019) defined grit as "diligence, persistence and the resilience to face life's inevitable adversity with fortitude." Daniels said that Tyler Trent was "grit personified.  Dealt a hand worse than anyone here is facing, or God willing ever will, never stopped working, or fighting, or moving ahead." This is what we mean by grit.

For more on grit, Hoerr's 2012 article for Educational Leadership, entitled "Got Grit?" is a good place to start. He begins, "Every child needs to encounter frustration and failure to learn to step back, reassess and try again" and then goes on to explain why.  

In intercultural learning, we often talk about emotional resilience, which seems to be a combination of grit and comfort with ambiguity.  Abarbanel (2009) advises that students who travel abroad need to have "an 'emotional passport'" to help them to "regulate intense emotional challenges experienced in cultural transitions."  Waters (2013) provides a list of the "10 Traits of Emotionally Resilient People" which is useful whether or not one is in an education abroad context.

What follows is a collection of tools found in the Intercultural Learning Hub (HubICL) for the teaching of emotional resilience, which might be used to increase the grit and comfort with ambiguity of our students.

A collection of materials which strengthens the argument for the necessity of mentored reflection as a vital part of intercultural growth during the study abroad experience

This is a collection of diversity and inclusion materials that allow for intercultural learning around the facets of the AAC&U VALUE Rubric for Intercultural Learning and Knowledge.

According to the AAC&U VALUE rubric for Intercultural Knowledge and Competence, the skill of empathy can be learned.  This collection includes presentations created to help learners develop this skill.