This activity from Understanding Human Communication is the seed from which this presentation originally sprung.

Adler, R. B., Rodman, G., & du Pré, A. (2013). Understanding human communication (12th ed.). Oxford Press. https://global.oup.com/us/companion.websites/9780199334322/stud/ch06/act/.

A complete lesson plan is available for use with the NPR segment entitled "The Emoji Designer Who's Bringing African Culture To Smartphone Keyboard."

This presentation was first given at the NAFSA Region VI conference and at the NAFSA Regions IV-V Bi-Regional in Fall 2024. I have included some basic notes in case others would like to try it with their own audiences. I will be presenting some variation of this again at the WISE conference in February 2025.

This conversation with Alicia Grandey, an award-winning researcher in Industrial-Organizational (I-O) Psychology on the topics of emotional labor, mistreatment, workplace diversity, and more, covers trending topics in the field of I-O Psychology. 

This article, written by Alicia Grandey and Allison Gabriel, provides a review of emotional labor theory, and direction for moving forward in emotion labor research.

• Case Studies on Diversity and Social Justice Education
  This book, available for purchase, provides case studies to encourage analysis and reflection on equity and social justice in educational settings.
• Critical Incidents for Intercultural Communication (15 hours)
  This lesson plan includes foundational intercultural communication instruction along with case studies upon which to apply intercultural frameworks.
• Critical Incident Role-Plays (1 hour)
  This activity provides a framework for role-playing and discussing critical incident case studies.
• Fifty Case Studies in Intercultural Communication (duration variable)
  This resource provides 50 case studies in intercultural communication for facilitators to present and debrief with groups. The case studies were intended to teach through "real-life stories, how practitioners apply intercultural communication skills in multicultural situations" (Master of Advanced Studies in Intercultural Communication, Università della Svizzera italiana, n.d.).
• Multicultural Problem Solving: Case Studies (30-60 minutes)
  This activity "engage[s] participants in a process of collaborative problem-solving around equity related issues through the use of case studies. Participants will develop an understanding of the necessity to include a variety of voices and perspectives in order to successfully address issues that arise around race, gender, class, sexual orientation, or any other identity dimension. They will begin to better understand the collaborative process and how they tend to participate in it. This activity can be a useful springboard into conversations about specific issues drawn from the cases or case studies" (Gorski, n.d.).
• On the Train
  This case study (available within Berardo and Deardorff's book for purchase Building cultural competence: Innovative activities and models) encourages participants to "explore situational, cultural, and personal factors that influence intercultural interactions and analyze a critical incident and interpret the situation from various perspectives" (Hiller, 2012, p. 326).

• The Classroom Critical Incident Questionnaire (15 minutes)
  This assessment can be used after a class activity to gauge student engagement and lack of engagement, supportive action, unresolved issues, and surprise. It is cited in this article entitled, 'Dear Professor': On Anti-Blackness and Learning, as an example of inclusive learning and assessment - "using assessment as a way to build relationships of solidarity with our students" (Learning Scientists for Racial Justice, 2020). 
  
  Learning Scientists for Racial Justice. (2020, November 18). 'Dear Professor': On Anti-Blackness and Learning. Inside Higher Ed.

• Attitudes Toward Implicit Bias Instruction (ATIBI) (10 minutes)
  This assessment can be used to learn how much survey subjects value instruction about implicit bias, are aware that they have bias, & recognize that being able to identify implicit bias is an important professional skill.
• Project Implicit Association Tests (IAT) by Harvard (10 minutes)
  These assessments measure 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.
• IDADA: Individual Difference Approach to Diversity Awareness (15 minutes)
  This assessment measures how personal biases (in terms of dress, communication, personal behavior, etc.) may affect how participants view a potential job candidate.
• Match the Bias Type (Quiz) (15 minutes)
  This assessment measures the ways in which bias can be a barrier to scientific processes, political or policy choices and/or good decision-making.

• Circle of Trust (15 minutes)
  In this activity, participants take stock of the individuals in their personal circle of trust and assess shared and differing identities (gender, sexual orientation, race/ethnicity, age, etc.).  
• Lookism (45 minutes)
  This activity challenges participants to consider "how appearance affects bias" (Clark, 2017).
• Check Your Bias Blind Spot (30 minutes)
  This activity challenges participants to engage with their "bias blind spot" (Pronin et al., 2002) and consider how bias impacts their behaviors and conclusions about situations.
• Count the F's (15 minutes)
  In this Thiagi activity, participants interrogate their preconceived notions and cognitive biases, such as overconfidence.
• Incremental Process (30 minutes)
  In this activity, participants learn to recognize that learning how to interact with individuals who are different from them is an incremental process and develop strategies for learning from past mistakes. 
• Implicit Bias and Self-Regulation (30 minutes)
  In this activity, participants watch a video and answer questions to reflect on their implicit biases and develop skills to avoid responding and reacting to others based on stereotypes.
• Subtle Prejudice Activity (30 minutes)
  In this activity, participants fill out a questionnaire on their level of comfort in different situations and discuss as a group to develop awareness of how subtle beliefs and behaviors can affect social interactions in everyday life and reflect on situations where race, gender, sexuality, disability, weight, and age affect interactions.

• Unpacking Implicit Bias in Mentorship Self-Directed Learning Module (Duration: 2 hours)
  In this course, we will explore the intricacies of mentorship, addressing implicit biases to create an inclusive environment. By the end of the course, you will be able to recognize  biases, enhance communication, and foster inclusive mentorship practices.
  
  To access the course:
  • Click Register
  • Click Offerings in the grey tab
  • Click Enroll in Course
  • Click Outline
  • Click through the Course Outline to see the content
    
    To access the Unpacking Implicit Bias in Mentorship Self-Directed Learning Module YouTube playlist click here. 
     
• Twelve tips for teaching implicit bias recognition and management (Gonzalez et al. 2021)
  This article introduces 12 practical tips for practitioners seeking to introduce and explore implicit bias with learners. 
  • How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development (Gonzalez et al., 2018)
    This article (same first author) provides data on educators who facilitate implicit bias content, including challenges and implications.
• Understanding Implicit Bias (Staats, 2015)
  This article encourages practitioners to analyze their own implicit bias and how it impacts the lives of those around them and provides case studies where implicit bias was at play, as well as strategies for addressing implicit bias.

• Mindset Assessments
  These surveys from mindsetworks assess mindset and identify development areas. 
• Growth Mindset vs. Fixed Mindset (2 minutes)
  This video details the definitions and differences between a growth mindset and a fixed mindset.
• Growth Mindset: What it is, and how to cultivate one
  This article from Oregon State University gives a definition of growth mindset and offers ways to develop this mindset.
• The role of growth mindset in shaping teachers' intercultural competencies: A study among Finnish teachers
  This scholarly article explores the relationship between teacher growth mindset, intercultural competencies, and orientation toward students. 
• Why Is Intercultural Learning Important?
  This article details the importance of intercultural learning within a study abroad context and its role in developing a growth mindset.
• Growth Mindset and Learning about Equity, Diversity, and Inclusion
  This article explores the intersection between fixed vs. growth mindset and approaches to equity, diversity, and inclusion.
• CILMAR's Growing Intercultural Leaders Program Participant Reflection Essays (both essays attached as Word documents to this post)
  These essays provide insight into Karcher's and Krishnan's personal intercultural growth:
  • "My Journey as an Academic Mama" - Liz Karcher, Associate Professor, Animal Sciences, Purdue University
  • "How do you understand yourself as an intercultural leader?" - Lata Krishnan, Clinical Professor Emerita, Department of Speech, Language, and Hearing Sciences, Purdue University
     

• Growth Mindset Activity for STEM (1 hour)
  "This activity is an intervention to instill a growth mindset in students in a STEM classroom" (LSA Inclusive Teaching Initiative, University of Michigan, 2018).
• My Plan for Intercultural Growth (2 hours)
  This activity provides a framework for learners to identify areas of intercultural growth, steps to take to begin developping, and how they will assess their growth.

• Cultural Differences in Humor Perception, Usage, and Implications (Jiang et al., 2019)
  This scholarly article is a literature review on perceptions of and behaviors around humor across eastern and western cultures. 
• Culture Shocks: Humour across cultures
  This online article details both the universal and particular aspects of humor and shares common regional practices in using humor.
• Laughing at Different Jokes: Humor Across Cultures
  This Psychology Today article also details differences in perceptions and usage of humor, as well as styles, between eastern and western cultures.
• Intercultural guide to humor (at home and abroad) | Piotr Pluta | TEDxOslo (15 minutes)
  This Ted talk video provides perspective on humor across cultures. 
• Isn't That Funny?
  This article provides humorous anecdotes from around the world.
• In The Good Way: Looking at Tribal Humor
  This article provides insights on Indigenous and Native American humor. 

• Whose Line is it Anyway? (1 hour 30 minutes)
  This kinesthetic activity involves participants take the role of audience members and actors in a TV studio with the aim of representing varied styles of humor, demonstrating humor as a tool to use across difference,  and diving into the challenges of humor across difference.
• diversiSMILES Mini-Game (1 hour)
  This game is a tool for groups to discuss humor across cultures.

"This extremely powerful simulation helps participants experience speaking a language non-fluently, how it affects one's ability to stay focused and connected with the listener, and how it influences one's feelings of competence and confidence. Participants also experience listening to second language speakers, and notice their own tendencies to help or to become distracted" (Nipporica Associates, LLC, 2018).

This Thiagi jolt challenges participants to consider and "experience the hesitation and the fear of making mistakes that people feel when speaking in a second language" (Thiagarajan & van den Berg, 2017).

This activity challenges teams to complete an assignment without speaking to one another to encourage participant to understand what it is like to not speak or understand the dominant language and develop communication and teamwork skills.

This course, created by Tatjana Babic Williams in the School of Languages at Purdue University for Italian learners, includes a module on the concept of empathy in an intercultural context.

This activity involves reading the play “Hong Kong, Canada” and discussing key scenes that deal with race, language, and nationality as a group. 

• Inclusion Competencies Inventory (20 minutes)
  The Inclusion Competencies Inventory is a proprietary, online, research-validated survey instrument which measures Openness to Change, Adaptability, Connecting with Others, Reading Others, Valuing Different Perspectives and Power Sensitivity.
• Creating an Inclusive Classroom (30 minutes)
  This activity encourages participants to identify the challenges faced by students from various backgrounds in an academic setting and develop strategies to promote inclusion.
• Crafting an Inclusion Philosophy (2 hours)
  In this activity, participants will learn to differentiate between the terms diversity, equity, and inclusion (DEI), identify their cultural or personal beliefs, values, and priorities related to DEI, craft a DEI statement that reflects their team’s identity, and apply DEI strategies in real-world, professional contexts.
• Diversity Inclusivity Framework (1 hour)
  This assessment measures 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.
• Label Activity (15 minutes)
  In this activity, participants "experience the effects of inclusion and exclusion in a simulated activity" (Penn State Extension, 2017). 
• Inclusion/Exclusion (45 minutes)
  In this activity, participants explore the "different ways people are made to feel 'included' in and 'excluded' from the learning process" (Gorski, n.d.). 
• Building a House for Diversity (45 minutes)
  In this activity, participants read a fable and identify feelings of inclusion/exclusion as dependent on context, recognize that structural exclusion can exist, and analyze the inclusive and exclusive ways that people and organizations typically respond to diversity.
• For Whom the Cowbell Tolls (45 minutes)
  In this activity, participants listen to a podcast and discuss the process of naturalization, discover how individualism, collectivism, assimilation, and xenophobia factor into naturalization, and learn to explain the idea of "belonging" to a place and outline their own sense of "belonging."
• Self-Care 101 (1 hour)
  In this activity, participants develop self-care guides and assess inclusivity for individuals with differing backgrounds.
• Ritual (10 minutes)
  In this activity, participants experience and discuss feelings of inclusion and exclusion and practice watching and assessing the behavior of others.
• Free Time (10 minutes)
  In this activity, participants explain and critique exclusion and how it feels to be excluded, and describe their emotions related to exclusion and inclusion.
• Exclusion (15 minutes)
  Thiagi's jolt, Exclusion, asks participants to describe their emotions of exclusion and inclusion in a team scenario.
• DOTS--Version 2 (30 minutes)
  This activity, from the Transformer, examines how we silently convey group identification and how we feel belonging or exclusion.

“I call leaders ‘recovery beacons’ because the signals they send about what they value when it comes to their own well-being signals to the people they lead about what they themselves can value.” --Allison Gabriel

Allison Gabriel, who studies stress management, interpersonal relationships and work-life balance at the Mitchell E. Daniels, Jr. School of Business at Purdue University, also leads the Center for Working Well, which aims to be a cutting-edge center at the forefront of challenges facing modern workforces.

Acheson, K., & Nelson, R. (2020). Analyzing the form and extent of emotion labor among US public school foreign language teachers with the Emotional Labour Scale. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.), Language teaching: An emotional rollercoaster (pp. 31-52). Bristol: Multilingual Matters.

A report outlining CILMAR's goals for 2024.

A report assessing whether CILMAR met its goals in 2023.

An intercultural activity which teaches Dr. Stella Ting-Toomey's EAS model for asking effective, appropriate, and satisfactory questions

An exercise by Dr. Nagesh Rao 

Slides for the presentation

A presentation on emotion labor was given at the SIETAR-USA national conference in November 2022 and again in a webinar format in January 2024. This Collection contains both versions, with little difference between the two.

This activity works to "eliminate stereotypes and to recognize the uniqueness of each individual" (AFS; PennState Extension).

Created by Jen Stanchfield, this is a reflection activity in which a group is asked to depict their experience together in a visual format. 

In this activity, participants will be asked to look at a picture and indicate whether they think it is a duck or a rabbit. They will then be invited to switch between perspectives. 

This activity asks participants to each draw a tree and then reflect on the elements included or not included in their drawing.

This activity challenges participants to analyze and discuss culture based on objects of cultural significance. All participants will bring in an object that has some sort of cultural significance to them. Upon arriving, they will place that object on a table. Then, everyone in the group will choose an object that interests them and discuss why. Finally, the owner of each object will reveal themselves and explain its significance to the group.

This activity challenges participants to recognize the importance of observation and to step back and describe something before interpreting or evaluating it. They will learn the framework description (D), interpretation (I), and evaluation (E) and apply it to various examples.

In this activity, participants experience music and cultural discourses from global cultures by listening to live radio stations all over the world. 

This activity uses VisualsSpeak (Martell & Tiernan, 2005), a method that uses images to help participants develop team-building skills and discover other participants’ values. VisualsSpeak can be used for many different purposes including icebreakers, team building, leadership development, conflict resolution, and intercultural awareness, among others.

Martell, C., & Tiernan, T. (2005). VisualsSpeak. https://www.visualsspeak.com/

From Jen Stanchfield: "This carefully selected collection of unique postcard images captures a group’s attention and inspires meaningful reflection and conversation. The postcard collection is popular with teachers, counselors, trainers and group facilitators looking to start off a class, training session or team-building program with style, or as a way to reflect or celebrate the strengths and achievements of individuals or the group. The postcards are an impactful tool for vision setting, helping participants resolve conflict or establish group norms, or as a dialogue prompt in restorative justice circles. Postcards inspire creative writing and can be used as journaling prompts for self-reflection. The Pick-a- Postcard Kit is a compelling and engaging tool for practicing the use of metaphor and figurative language."

Stanchfield, J. (n.d.). Pick-a-postcard kit. Experiential Tools. https://experientialtools.com/collections/teaching-facilitation-tools/products/pick-a-postcard

In this activity, participants explore micro-fiction, which differs from longer form narrative pieces in relying wholly on the perspective of the reader to interpret what is happening. Participants will practice active reader engagement to gain an immersive exploration of perspective taking and the creation of their own narrative worlds. This activity centers around developing critical interpretation skills in perspective taking.

This activity uses figural charms to spark reflection and dialogue. 

This activity challenges participants to identify how culture plays into what we deem important and how we sort and categorize the world around us. Participants will be divided into pairs and each pair will receive an envelope with various objects within it. The pairs will take turns silently sorting the objects, and they will attempt to guess the rationale behind their partner’s categories.

"'A Christmas Carol' is an excellent activity for setting context, sharing historical events, and building a vision of the future."

Hughes, G., & Thiagarajan, S. [SMARTasHellVideo]. (2013, May 16). Photo jolts activities: A Christmas carol. [Vieo]. YouTube. https://www.youtube.com/watch?v=KmVigkKY6xU

This activity challenges participants to be open to unfamiliar experiences and reflect on how they might react to cultural difference. They will participate in a scene acted out by a simulated culture, the Albatrossians, and then discuss their feelings and reactions after the performance.

This blog includes important tips, frameworks, and activities to create opportunities for meaningful debriefings.

This document outlines the key elements of effective debriefing.

This activity challenges participants to build empathy and a sense of team identity by listening and sharing in response to "five nosy questions."

This activity (not open access) encourages participants to discuss their values in a group and examine how values are determined by experience and culture. 

This activity from Sparrow (not open access) can be found in Gochenour's Beyond Experience: The Experiential Approach to Cross-cultural Education. In this activity, participants will examine cultural identity and self-awareness by assessing how their beliefs and cultural attitudes have changed from childhood to adulthood. 

This activity from Sparrow (not open access) can be found in Gochenour's Beyond Experience: The Experiential Approach to Cross-cultural Education. In this activity, participants will reflect on the concept of "tribal identity."

This activity includes a list of 30 questions around topics of social identity. 

This activity includes a range of 200 questions to get to know someone.

This activity challenges participants to interrogate the complexity behind how culture affects an individual’s worldview. 

This activity challenges participants to develop an attitude of intercultural openness by initiating and developing relationships with people who are culturally different from them. 

This activity challenges participants to reflect on their identities and how they are perceived in different contexts. They will consider identities such as race, gender, and sexual orientation and contemplate how those identities may be privileged in different environments and therefore affect their interactions with others.

We often hail curiosity in getting to know culturally different others as an interculturally competent trait, but not many tools exist to help develop skills for deploying curiosity appropriately. This activity dives into the inner workings of curiosity. Participants will be challenged to reflect on their embodied experiences of acting on curiosity with culturally different others and to imagine possible approaches to satisfying curiosity that balance their own desire for learning with the rights and needs of others.

This activity challenges participants to seek information in creative ways. They will engage in a conversation and attempt to learn more about their partner without asking them any questions. Then, they will consider the role of questions in conversations and discuss their advantages and disadvantages.

This activity uses the Kahoot! Learning platform to teach participants about the five Intercultural Development Continuum stages. Participants are presented with questions and statements that reflect each stage and they must choose the stage within which the question or statement falls.

This document outlines the key elements of effective debriefing.

This blog includes important tips, frameworks, and activities to create opportunities for meaningful debriefings.

This video demonstrates how to facilitate two emotion labor activities (both within this collection) within a group.

This worksheet was originally developed for coping with the things that bug us when interacting across difference and dealing with life transitions, but the tools within it can be applied across a whole host of situations, including those that demand emotion labor. This activity encourages participant to name frustrations and consider self-care activities for de-stressing.
 

This activity challenges participants to set aside their own beliefs and attempt to truly listen to a perspective different from their own.             

As a result of this activity, participants will be able to practice listening for understanding, demonstrate respect, curiosity and empathy for others, and develop relationships with culturally different others.

In this activity, participants will practice offering perspectives without the goal of persuasion and practice listening to other’s perspectives without judgment.

This instrument is designed to measure orientation toward listening with relation to listener perceptions of a speaker. 

This article cautions that while Theatre of the Oppressed workshops work toward inclusivity and equity, workshop facilitators can easily fall into assuming participants' physical abilities, with the potential to lead to exclusion and inequity. The author therefore provides resources to maintain and continuously improve equity in facilitation by highlighting disability scholarship and Universal Design pedagogy to include and honor the diversity of bodies in workshops. 

This podcast addresses emotional labor in the foreign language classroom.

This article offer a list of 18 icebreaker activities from Professor Wendy Smooth and The Ohio State University with the goal of "building connections and starting conversations" (The Ohio State University).

This article emphasizes the importance of classroom routines in supporting student well-being.

For better or worse, group dynamics form quickly in team settings and are informed by many factors. Within every diverse team setting, groups have the potential to collaborate effectively and creatively, however, miscommunication and misunderstandings are inevitable. Solutions to issues must be identified and addressed for positive shifts to occur. This activity encourages participants to consider their own communication styles and the styles of others when working on diverse teams and to reflect upon and enact behaviors that contribute to healthier and more inclusive team dynamics.

A key aspect of intersectionality is the context in which an identity is expressed. With each of our identities, we both perceive ourselves and others receive us differently depending on the context and circumstances. We are always who we are, but we don't think about certain parts of ourselves in the same way until we change school, company, location, etc. In this activity, participants will explore how different identities become more salient under different circumstances.

This activity introduces a case study of international development and humanitarian aid to participants to consider the ways in which intensity factors impact cross-cultural interactions and collaboration. Participants are introduced to the background of the case study step-by-step, with each step introducing additional insight and nuance into the complexities of the situation.

These are the slides from my session presentation entitled "Interactive—Even Fun!—Resources for Reviewing the Intercultural Development Continuum."

Mindsets, an activity by Janet Bennett, also analyzes passages for the IDC stages. 

In this activity, participants are asked questions that get them to identify the Intercultural Development Continuum (IDC) stages and analyze the benefits and risks of each stage.

Gay-Rights Movement Ventures Beyond Urban America is an activity where participants read an article about gay rights and analyze it for the IDC stages. 

This activity challenges participants to familiarize themselves with the intercultural development continuum (IDC) and understand how the orientations on the continuum manifest through people’s attitudes and behaviors. They will draw cards with various statements on them and try to identify the orientation associated with that statement.

One of the activities in this tool's lesson plan asks participants to analyze the movie Jojo Rabbit using the Intercultural Development Continuum (IDC). 

This activity familiarizes participants with the Intercultural Development Continuum (IDC) and provides opportunities for applying the five orientations of the IDC to different case studies.

This collection includes resources by the creators of the pendulum model of intercultural competence development and maintenance.

In this activity, participants will read a case study about a diverse group of students attending an environmental justice event, each with a different viewpoint about environmental justice based on their own cultural frameworks. Participants will be encouraged to discuss how they respond to statements they disagree with, their experience of shifting perspectives, their own positionality in terms of relationships of power, and their responses to the dialogue presented in the case study. Participants will also reflect on their thoughts and feelings, and how they could use their power, positionality, and privilege to create a more just and equitable world.

In this activity, participants will explore the cultural proclivities of their own cultures as well as compare them with others’ cultures, understanding that these are generalizations. Participants will also examine the generalizations presented on the website and reflect on the complex nuances that are excluded from these over-simplified categories.

This activity introduces participants to Foss's and Griffin's (1995) invitational rhetoric, an alternative to the traditional rhetoric of persuasion. Participants will be challenged to offer perspectives without the goal of persuasion and practice listening to other’s perspectives without judgment.

This activity will challenge participants to utilize the framework of Sanford's Theory of Challenge and Support to identify an image and quotation which describes their experience(s) moving beyond their comfort zone toward true learning and growth in new settings. Participants will also be encouraged to identify ways to access the learning zone in new settings when experiencing the realities of the comfort and panic zones.
 

In this activity, participants will identify the value systems of indigenous populations who previously owned the land upon which they now live, reconsider the current values that program and education systems are centered upon, and apply indigenous values to these contexts by reflecting upon how to successfully decenter whiteness and center indigeneity.

In this activity, participants will be challenged to consider the concept of curiosity and develop strategies for asking cultural questions that are effective, appropriate, and satisfactory.

In this activity, participants will be challenged to consider new and inviting ways of engaging with those who hold different opinions and perspectives.

In this activity, participants will identify and describe the gap between cognitive and affective/behavioral competencies in new cultural contexts. Participants will also be introduced to a case study in which researchers are confronted with the gap and a third culture space must be negotiated.

In this activity, participants will identify their own Intercultural Conflict Style and its impact in personal and professional contacts and reflect on what cultural and personal influences have shaped it. Participants will also be encouraged to develop in their comfort level adapting to other styles and identify how best to communicate with others who have a different Intercultural Conflict Style than they do.

In this activity, participants will discuss sources of intercultural conflict, apply learnings to real-life examples of conflict, and extend analysis to their local contexts. 

In this activity, participants will identify the role of interaction and communication in fostering a sense of belonging and identify the differences and commonalities among people from different cultures or backgrounds.

In this activity, participants will be encouraged to identify the challenges faced by students from various backgrounds in an academic setting and develop strategies to promote inclusion.

In this activity, participants will be challenged to identify express the role culture(s) play(s) in shaping their identity.

In this activity, participants will be introduced to the four contact conditions and discuss how the conditions can reduce prejudice and lead to better relations.

This activity challenges participants to consider how the definition of ethics shifts for individuals within each stage of the IDC.

This activity encourages participants to consider ways they and others "find their feet" in new cultural contexts.

This activity encourages participants to reflect on the cultural value dimension of power distance, while considering their own cultural perspectives of authority.

This is the presentation entitled, "An experiential and interactive lesson plan for appreciating difference" from the TESOL 2023 conference.

This activity teaches participants to identify and describe language and identity conflicts that arise in the play Hong Kong, Canada by Tara Goldstein, and invites them to explore feelings of racism, xenophobia, and marginalization and describe the complexities of language discrimination.