In this activity, participants will identify their own core values and reflect on how those values are shaped by their cultural context. They will also consider why they hold some values over others. 

This presentation was given at NAFSA Regional Conference VI and VII in Fall 2019.

This activity, created for Purdue's Semester Abroad Intercultural Learning (SAIL) course, asks participants to consider the qualities that they believe are most important for success in professions related to their chosen field. 

In this activity, participants visit different types of grocery stores and note their patterns and differences in order to understand how cultural values inform the setup and organization of everyday spaces. 

This activity enables participants to observe and operate in a strange situation, discuss cultural values based on behavioral observations, and gain a different perspective on "normal" cultural behaviors.

In this activity, participants articulate and connect aspects of culture that visible and invisible in relation to the analogy of an iceberg.

This activity helps participants analyze dominant and non-dominant cultural backgrounds, asssess their own cultural background, consider the process of cross-cultural adjustment, and develop positive relationships in a new culture or with culturally different individuals. 

This activity allows participants to examine cultural identity and self-awareness, assess how their beliefs and cultural attitudes have changed from childhood to adulthood, and analyze and describe their current cultural beliefs and values.

This activity shows participants how values (specifically those related to time) are embedded in cultural sayings and idioms. 

This activity helps participants establish connections between needs, well-being, and human rights. It also enables them to reflect and analyze on their own and other's needs.

Lambert & Myers' activity asks participants to consider how their values impact their decision-making process.

This activity helps participants to learn about cultural influence and how to identify their own values. 

This activity from AFS International Programs helps participants to identify "typical" U.S. cultural values and compare their cultural values to these "typical" values. 

This activity by Lambert & Myers teaches participants about their values and prioritizing values over others. 

This exercise gives "participants an opportunity to clarify the personal values that influence the choices they make" (p. 71).

This activity suggests that students can "create a cultural profile of the experience of engaging Siri on questions that are important or interesting to [them]." Students create a profile of the responses emanating from the questions they ask.

L. Nevalainen & M. White's activity in Building cultural competence: Innovative activities and models identifies characteristics in cultural values.

Stringer and Cassiday's exercise challenges participants to examine the relationship between values and behavior.

Complete instructions for this Thiagi exercise can be found here.

This lesson offers learners the opportunity to think about how values are reflected in the proverbs which are commonly used in English.

The survey included in this exercise gives participants the opportunity to choose a best possible solution for themselves and then to guess how their peers would answer the same questions.

Given a list of values, participants are asked to choose the five which are most important to them.

The accompanying worksheet for this lesson challenges participants to investigate their beliefs about basic human nature, human relationships to nature, how they think about time, the balance between being and doing, and appropriate human relationships.

Participants take turns trying to discern one another's values by listening to one another tell a story.

Through the use of this formative assessment, learner will begin to be able to see how values are expressed through behavior. If used with an instructor debrief or group discussion, learner may also begin to understand that other individuals or cultures have similar or different values.

In this experiential activity, participants are asked to place themselves on an imaginary line which spans the learning space, depending on their agreement with dichotomous statements. Interest is added when participants are asked to change their placement within different contexts--home, business--and how their own views are different than their children or grandparents.

"From an applied standpoint, the BEVI [Beliefs, Events, and Values Inventory] helps individuals, groups, organizations, and institutions: 1. Understand better what they believe and value about themselves, others, and the world at large. 2. Reflect upon how such beliefs and values may - or may not - be conducive to learning, personal growth, relationships, and the pursuit of life goals" (thebevi.com).

"From the perspective of evaluation and research, the BEVI: 1. Helps answer questions such as 'who learns what and why, and under what circumstances.' 2. Allows for the examination of complex processes that are associated with belief/value acquisition, maintenance, and transformation. 3. Analyzes the impact of specific experiences that are implicitly or explicitly designed to facilitate growth, learning, or change" (thebevi.com).