Scholars have shown a correlation between time spent living and working abroad & creativity.  Of pertinence to successfully negotiating cultural difference, the creativity rubric measures: willingness to take risks, innovative thinking, the ability to embrace contradictions and to synthesize knowledge.

This rubric was adapted primarily from the 2014 article on assessing intercultural content in travel journals, published by Malleus and Slattery. It measures the writer's comments in five categories of data: culture shock, communication challenges, cultural appreciation, cultural comparisons & reports of adaptative behavior.

This rubric was developed primarily from the 1976 Inventory of the same name by Dr. Brent D. Ruben, of Rutgers School of Communication (retired), filtered through the lens of the Developmental Model of Intercultural Sensitivity (Bennett, 1986). It allows an observer to categorize or "grade" behavior that indicates: respect, openness, empathy, tolerance of ambiguity & posture towards authority. This HubICL tool comes with a lesson plan.

Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. 

Teaching in Higher Education offers a particular challenge to develop a discourse of teaching and learning which transcends disciplinary boundaries and specialisms whilst drawing upon the rigour of a range of disciplines and takes a view of learning which entails concepts of transformation and critique in relation to dominant traditions and visions. It will therefore appeal to those who wish to explore how such aims might be realised through a commitment to teaching in a variety of cultural and disciplinary contexts represented in higher education internationally.

The International Journal of STEM Education is a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of education. As a peer-reviewed journal, it is positioned to promote research and educational development in the rapidly evolving field of STEM education around the world.

Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration.

As the COVID-19 pandemic enters its second year, new fast-spreading variants have caused a surge in infections in many countries, and renewed lockdowns. The devastation of the pandemic — millions of deaths, economic strife and unprecedented curbs on social interaction — has already had a marked effect on people’s mental health. Researchers worldwide are investigating the causes and impacts of this stress, and some fear that the deterioration in mental health could linger long after the pandemic has subsided. Ultimately, scientists hope that they can use the mountains of data being collected in studies about mental health to link the impact of particular control measures to changes in people’s well-being, and to inform the management of future pandemics.

The COVID-19 pandemic and the resulting economic recession have negatively affected many people’s mental health and created new barriers for people already suffering from mental illness and substance use disorders. During the pandemic, about 4 in 10 adults in the U.S. have reported symptoms of anxiety or depressive disorder, a share that has been largely consistent, up from one in ten adults who reported these symptoms from January to June 2019.

 From the infinitely inventive author of How to Live Safely in a Science Fictional Universe comes a deeply personal novel about race, pop culture, immigration, assimilation, and escaping the roles we are forced to play. 

The COVID-19 pandemic has disrupted or halted critical mental health services in 93% of countries worldwide while the demand for mental health is increasing, according to a new WHO survey. The survey of 130 countries provides the first global data showing the devastating impact of COVID-19 on access to mental health services and underscores the urgent need for increased funding.

The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide.

Self-care can be whatever you want or need it to be. The best part about a self-care plan is that it’s your plan, and nobody else’s. These tips from the Mental Health First Aid (MHFA) curriculum can help you practice self-care and take care of your mental health during COVID-19.

-Action Plan

Citation: Etheridge, Ben; Spantig, Lisa (2020) : The gender gap in mental well-being during the Covid-19 outbreak: Evidence from the UK, ISER Working Paper Series, No. 2020-08, University of Essex, Institute for Social and Economic Research (ISER), Colchester

In this paper the authors use rich and representative longitudinal data to document a large decline in mental well-being after the Covid outbreak in the UK. Consistently with the existing evidence, they show a disproportionate decline for women, twice as large as for men.

Frontiers: The Interdisciplinary Journal of Study Abroad is a platinum open access journal. All articles are available on the internet to all users immediately upon publication and at no cost to readers or authors.

Frontiers is published by The Forum on Education Abroad, which funds the fully open-access model.

The Journal of Intercultural Communication Research ( JICR ) is a publication of the World Communication Association. JICR publishes qualitative and quantitative research that focuses on interrelationships between culture and communication. Generally, research published in JICR emphasizes non-mediated contexts. Submitted manuscripts may report results from either cross-cultural comparative research or results from other types of research concerning the ways culture affects human symbolic activities. Studies reporting data from within a single nation/culture should focus on cultural factors and explore the theoretical or practical relevance of their findings from a cross-cultural perspective.

IJIR is dedicated to advancing knowledge and understanding of theory, research and practice in the field of intercultural relations, including, but not limited to, topics such as immigrant acculturation and integration; intergroup relations, and intercultural communication that have implications for social impact. 

Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and so looks at academic theory and practice applicable in/to all disciplines and contexts/countries in higher education.

Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education.

This documentary features interviews with American Latinos who found a connection to their heritage in Mercado’s ubiquitous presence on Spanish-language television for several decades.

The film presents three stages in the life of the main character: his childhood, adolescence, and early adult life. It explores the difficulties he faces with his sexuality and identity, including the physical and emotional abuse he endures growing up.

COVID-19 has upended our daily routines, our future plans, and our lifestyles. Here are some of the best ways to manage stress, sleep, physical activity, eating well, and more to take care of you right now.

The Namesake depicts the struggles of Ashoke and Ashima Ganguli (Irrfan Khan and Tabu), first-generation immigrants from the East Indian state of West Bengal to the United States, and their American-born children Gogol (Kal Penn) and Sonia (Sahira Nair). The film takes place primarily in Kolkata, New York City, and suburbs of New York City.

The film follows Riyo, who arrives in Hawaii as a "picture bride" for a man she has never met before. The story is based on the historical practice, due to U.S. anti-miscegenation laws, of (mostly) Japanese immigrant laborers in the United States using long-distance matchmakers in their homelands to find wives.

Citation:

Prime, H., Wade, M., & Browne, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist.

The current article draws from pertinent literature across topic areas of acute crises and long-term, cumulative risk to illustrate the multitude of ways in which the well-being of children and families may be at risk during COVID-19.

Citation:  

Salerno, J. P., Devadas, J., Pease, M., Nketia, B., & Fish, J. N. (2020). Sexual and Gender Minority Stress Amid the COVID-19 Pandemic: Implications for LGBTQ Young Persons’ Mental Health and Well-Being. Public Health Reports, 135(6), 721–727. https://doi.org/10.1177/0033354920954511

The indirect psychological harms of the COVID-19 pandemic for those who belong to minoritized communities are complicated, exacerbated, and compounded by experiences and stressors specific to their marginalized social identities. In this regard, lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) adolescents and young adults have received limited public health attention. This commentary aims to provide a nuanced perspective on the potential indirect mental health effects of the COVID-19 pandemic crisis on LGBTQ young persons.

As a contestant on the Kaun Banega Crorepati, an Indian version of Who Wants to Be a Millionaire? Jamal surprises everyone by being able to answer every question correctly. Accused of cheating, Jamal recounts his life story to the police, illustrating how he is able to answer each question correctly.

Since publishing their initial think piece on Socially Just Assessment (NILOA, August, 2018), Henning & Lundquist have regularly offered further examples and discussion of the "SJA" concepts at professional educator conferences and on the Campus Labs-Anthology website. This presentation was among the first to offer concrete examples of what the various levels of engagement along their transformational continuum of socially just assessment might look like. (Examples begin on slide 15).

This bibliography encompasses three categories of scholarly production and praxis related to Socially Just Assessment (SJA): citations of calls-to-action dating from 1977 through 2018, citations of frameworks & learning models relating to SJA, and a brief compendium of institutional case studies.  (For a more complete catalogue of case studies, see the Master List in this same HubICL collection.)

"The aim of the project is to engage stakeholders across the field in a conversation about terms, ideas, and practices associated with culturally responsive and socially just assessment. To this end, a series of webinars and podcasts have been produced. The webinars and the podcast series..." are available here.

Additional details and support are available at the Student Affairs Assessment Leaders website (available from link above), including further blog posts, a listserv sign-up form and a repository of presentations, tools and tips about assessment in student affairs contexts.

This paper presents a proposal of a Model of Student’ Assessment for Social Justice that seeks to go further in the construction of an education that contributes to a real and deep transformation of society.

The proposed model considers and learns from several "alternative" student assessment approaches: Inclusive, Authentic, Culturally Responsive, Participatory, Democratic-Deliberative and Critical Assessment. With this, a three-dimensional model is formulated: equitable assessment, participatory assessment and critical assessment.

NOTE: Although the abstract is in English, this paper is in Spanish.

This 2009 think piece on social justice & assessment focuses primarily on the British context & was among the very first to link related fields of assessment thought under the 'social justice' heading. It offers some useful definitions of terms, including of social justice, cultural justice and associational justice, as well as a thorough discussion of classroom & e-assessment.

 Prior to 2009, the few scholars who published on the often biased nature of educational assessment tended to use phrases like culturally-fair, culturally-responsive or anti-racist to describe assessment that looks to avoid and/or dismantle educational inequity.

Socially Just Assessment, somewhat like "flipping" the lecture-based classroom structure to a more active-learning mode, is more of a methodology or a mindset than a set of specific instruments or activities.  That said, the items listed in this resource can be particularly helpful to formative assessment of individual and institutional capacity to co-create more socially just societies.

This list provides a series of statements often made by British people and corresponding columns of what the intended meaning is next to the Dutch interpretation of the meanings. This displays how the Dutch often misinterpret intended meanings in common phrases due to cultural difference in use of direct and indirect communication.

Saving face is a 2004 American romantic comedy-drama film directed by Alice Wu, in her feature-length debut. The film focuses on Wilhelmina, a young Chinese-American surgeon; her unwed, pregnant mother; and her dancer girlfriend.

Visit this site for tips and resources for designing online or hybrid flex study away experiences.

See this one page case study for details about how the Multifaith Scholars program for MURGC works at Elon University.

See this one page case study for details about how the VIP Global Model for MURGC works at Purdue University.

See this one page case study for details about how the Constellation Model for MURGC works at Elon University.

Patch, K. & Berends, L. (Eds.) (2020) Undergraduate Research Abroad. NAFSA.

Special issue of Perspectives on Mentoring Undergraduate Research (PURM), with guest editors Amy Allocco and Maureen Vandermaas-Peeler, including:

Vandermaas-Peeler, M., Allocco, A. & Fair, C.F. (2018). What to know before you go: Benefits and challenges of conducting undergraduate research in global contexts. Perspectives on Undergraduate Research Mentoring 7.1, Retrieved at https://blogs.elon.edu/purm/

Hall, E. E., Walkington, H., Vandermaas-Peeler, M., Shanahan, J.O., Gudiksen, R.K. & Zimmer, M. M. (2018). The importance of mentoring for the creation of undergraduate research opportunities during global learning. Perspectives on Undergraduate Research Mentoring 7.1, Retrieved at https://blogs.elon.edu/purm/

Hartman, E., Reynolds, N. P., Ferrarini, C., Messmore, N., Evans, S., Al-Ebrahim, B., & Brown, J. M. (2020). Coloniality-decoloniality and critical global citizenship: Identity, belonging, and education abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(1), 33-59. https://www.frontiersjournal.org/index.php/Frontiers/article/view/433

Handout on 10 Salient Practices article from WISE 2021 Workshop on MURGC

Shanahan, J.O., Ackley-Holbrook, E., Hall, E., Stewart, K., & Walkington, H. (2015). Ten salient practices of undergraduate research mentors: A review of the literature. Mentoring and Tutoring: Partnership in Learning, 5, 359-376.  http://dx.doi.org/10.1080/13611267.2015.1126162

See Elon's website for tips and resources for mentoring undergraduate research.

A collection of 12 "Training Resource Films – Intercultural Exchange, Diversity in Work, Leadership and Coaching, Conflict and Debate & the Power of the Individual in Business." This collection includes hyperlinks to mostly Youtube videos. There is some suggestion as to how these might be used, but it is sparse and requires substantial knowledge to use them effectively as conversation starters.

These youtube videos are potentially good conversation starters for business, management, and workplace diversity conversations.

The COVID-19 pandemic was an exponential shock to much of the U.S. population and also exposed deep vulnerabilities associated with our fragmented health care system and our extreme income inequality. African Americans, for example, who suffer from racial as well as income inequalities, also suffered disproportionately from COVID-19 incidence and mortality. Predominantly black counties have COVID-19 infection rates that are nearly three times higher than that of predominantly white counties. According to the CDC, while they make up just 12.5 percent of the U.S. population, they account for 23 percent of COVID-19 deaths and are 3.5 times more likely to die from the disease compared to white populations.

Self-care is a critical part of well-being, but how do you make time for yourself in the middle of a pandemic? This website contains a list of resources, activities, webinars, podcasts, and more. This collection of resources was started by ACR Well-Being Workgroup member Rebecca Seidel, MD, also chair of the Wellness Committee at Emory University, in her efforts to combat the toll of COVID-19.

A semi-autobiographical take on Chung's own upbringing, the plot follows a family of South Korean immigrants who try to make it in rural America during the 1980s.

When Ifemelu departs military-ruled Nigeria to pursue her studies in America, she is forced to grapple with what it means to be black for the first time. This powerful and tender novel illuminates race relations in contemporary America through Ifemelu’s refreshing wit and brazen honesty.

This is a documentary about the power of cross-cultural friendships. It follows four Moroccan and four American university students as they travel together through Morocco and, in the process of discovering The Other, discover themselves. 

The film follows the 18-year-old daughter of British Indian Sikhs in London. She is infatuated with football but her parents have forbidden her to play because she is a girl. She joins a local women's team, which makes its way to the top of the league.

The film explores themes of alienation and disconnection against a backdrop of cultural displacement in Japan.

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

Rani, an under-confident Punjabi girl from New Delhi embarks on her honeymoon to Paris and Amsterdam by herself after her fiancé calls off their wedding.

An old retired Shadow Puppet Chinese master, Lao Yang, has his quiet life disrupted his 6-year-old American grandson, who barely speaks Chinese. The movie is about their funny interactions and how they overcome differences in age, language and culture.

Set in Highland Park, Michigan, this film is the first mainstream American film to feature Hmong Americans.

Paper 4: Increasing Communicative Effectiveness through History: An Intercultural Competence Perspective, Valentina Concu and Jessica Rohr (Purdue University)

Linked here are a PDF of all four conference presentations in this collection as well as a link to the icebreaker activity, "The Title Game," used at the start of the symposium.

Paper 3: Mentored Intercultural Learning Courses for Semester Abroad, Daniel C. Jones (Purdue University)

This presentation furthers prevailing research asserting that facilitated intervention provides greater gains in intercultural development (IDI) scores compared to no intervention during long-term study abroad programs. Additionally, differences in intercultural growth resulting from individual-mentored and group-mentored interventions are discussed in regard to curricula, methods, and approaches for each intervention type.

Garrett-Rucks, P. (2016). Fostering Intercultural Competence With Standards-Based Instruction. In Intercultural competence in instructed language learning: Bridging theory and practice, 61-81.

Ebook available through Purdue Libraries.

Deardorff, D. K. (2009). The Sage handbook of intercultural competence. Thousand Oaks, Calif.: Sage Publications, 264-269. 

Additionally, the Table of Contents points to important readings worth pursuing, including conceptualizations emerging from specific language communities, and I recommend skimming anything available from Chapter 1 to get some of the breadth and challenges involved in conceptualizing intercultural competence (see Amazon link). 

Hammer, M. R. (2012). “The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence.” In M. Vande Berg, R. M. Paige & K. H. Lou (Eds.), Student learning abroad: What our students are learning, what they're not, and what we can do about it (115-136). Sterling, VA: Stylus.

Excerpt from Martin, J.N. and T.K. Nakayama (2010). Intercultural Communication in Contexts. New York, NY: McGraw-Hill.

Includes chapters on culture and communication and on diversity in group interactions. Otherwise, material does not address intercultural learning explicitly.

This simulation provides participants the opportunity to develop techniques for verbal and nonverbal communication with characters with backgrounds and motives different than their own, articulate how different decision-making models within the simulation result in different experiences and end results for the simulation, practice and assess their own ability to suspend judgment and value interactions with characters with different backgrounds and motives than their own, and to explore their relationship to ambiguous contexts based on missing or unreliable information presented by their own character or other characters in the simulation.

In this activity, participants listen to one another's stories with the purpose of discovering one another's values.

According to Erasmus+, which provides free on-line instructions for "Building a Tower," the aims of this activity are to:

• Develop creativity
• Develop leadership qualities
• Deal with success / failure
• Develop communication
• Develop team work

"American Textures, a 78 minute documentary by Crossing Borders Films, follows six young Americans of Black, White and Latino origin on a road trip through the southern United States to confront race through dialogue. Their journey moves them to push through the wall of silence/fear/discomfort that surrounds race in Today’s America and face the presence of segregation, bias, and blindness, not only in US society, but also inside themselves. Their courage, vulnerability and honest interactions become emotional examples of ways to follow in their footsteps."

"Rebekah Fitzsimmons, a 34-year-old English professor at Georgia Tech, is a millennial.

"So are some of her students.

"But despite being members of the same generation, there are some pretty big differences between them."  See the article for more...

“The lack of empathy between Baby Boomers and Millennials isn’t the result of an inability to understand the attitudes and motivations of people born into a different generation. I think it’s caused by a deep-rooted conviction that a whole generation has a lesser capacity for empathy than your own.

“So before you judge another, judge yourself. Is your colleague apathetic to the needs of the business, incapable of understanding others, obsolete or inexperienced, and has a lot to learn…or is it you?”

My colleague Wilfrido "Willie" Cruz and I began using Mark Williams' Ten Lenses: Your Guide to Living and Working in a Multicultural World for staff development in 2006.  We have prepared many different versions of the training over the years, which has sometimes included monologues, skits, video clips...The various versions have taken anywhere from 30 minutes to 3 hours to present.  This particular version was created to give an overview of Williams' theory at the NAFSA Region VI conference, held during the first week of November 2019 in Columbus, OH.

Syllabus designed to help university students interested in future Peace Corps or other intercultural not-for-profit settings develop intercultural competencies. 

Of interest to the preparation of the presentation on "Teaching the skills of intercultural communication and empathy across the generations" was the following:  

“Dr. Sara Konrath, Assistant Professor at the Lilly Family School of Philanthropy at Indiana University and one of the authors of the 2009 study, spoke with BTR to discuss its findings.

“’What’s interesting is that [our study] didn’t look at the attitudes of previous generations toward college students, but actually surveyed the beliefs of college students themselves,’ Konrath explains. ‘When asked about some core empathy traits, we tended to see responses such as, “I don’t think about others when they’re in need, when someone is suffering it doesn’t move me,” and so on.’"

"BARNGA is a simulation game that encourages participants to critically consider normative assumptions and cross-cultural communication. It was created by Sivasailam “Thiagi” Thiagarajan in 1980, while working for USAID in Gbarnga, Liberia. He and his colleagues were trying to play Euchre but all came away from the instructions with different interpretations. He had an ‘A-ha’ moment that conflict arises not (only) from major or obvious cultural differences but often from subtle, minor cues. He created the game to tease out these subtleties. In this activity, students play a card game silently, each operating with a different set of rules, unbeknownst to them."