Man on Fire tells the story of a white minister, Charles Moore, who set himself on fire in 2014 to protest the racism in his small town of Grand Saline, TX. The film uses his act as a vehicle 1)  to explore what small town racism looks like in contemporary America and 2) to question the efficacy of his death in changing the situation.

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

This presentation was given at NAFSA Regional Conferences V, VI, and VII in Fall 2019.

D-I-E stands for describe, interpret, and evaluate. The facilitator will show participants a picture and ask them to describe what they see. Many participants will automatically jump to interpreting or evaluating the picture, so the facilitator will have to guide them back to description. The lesson to be learned is that we should not begin evaluating people or situations based on our gut reactions. 

This activity asks users to quickly identify patterns in sets of numbers. Ultimately, the facilitator relates their automatic responses to stereotypes, beliefs, and perceptions. 

Working in Unfamiliar Surroundings enables participants to understand what it's like to work in another culture, think in a second language, or start a new job where the rules are unfamiliar. Therefore, it ultimately creates awareness for co-workers as to what it is like to work in or learn a second language.

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.

A true life example of having to choose which people would live or die on a sinking ship and lifeboat

Another elimination simulation which requires people to choose whom they would like to sit with on a train

This inventory assesses participants' willingness to try new and unfamiliar foods.

This study explores social work graduate students’ evaluation of an assignment involving food. The assignment was designed to develop empathy and cultural humility. The article used in this tool contains a description of the assignment and questions for critical reflection. There is enough information that the assignment could be adapted for other contexts. It would be important, however, to ensure an environment of openness and mutual support for the assignment to work as well as it did for the authors of the article. 

The instrument, a short checklist, was created for use in clinical professional assessment of athletic trainers and/or health-care professionals or for self-assessment by the health professional. It covers "bedside manner," tone of voice, facial expression, posture, zone of proximity, and distracting or negative body language. Although created primarily for use in clinical health-related professions, it may also have some value for use in STEM lab partnerships, shared office spaces and/or conflict resolution situations.

As a result of this reflection handbook, participants will be able to: 1. Understand their cultural background and path. 2. Better examine the study abroad country, internship, and future goals. 

As a result of this reflection, participants will be able to: 1. Consider and record their observations during study abroad. 2. Participate in exercises reflected to daily life during a study abroad.  

This is an assessment instrument; which measures Communication (Clarity and Depth), Openness (Breadth & Fairness) and Self-Awareness (ability to describe one's own Academic Engagement & Personal Growth).

Using this rubric allows the learner or the instructor to recognize the elements of good critical reflection. 

This summative instrument will enable the instructor to make sense of qualitative data from students journals or blogs. It categorizes the writer's reflections into one of five categories of data: Culture Shock, Communication Challenge, Cultural Appreciation, Cross-Cultural Comparison, Adaptive Behavior.

By the end of this course, students will be able to:

• Understand the main theoretical frameworks in the field of intercultural management
• Identify and comprehend the key theoretical perspective in the intercultural management field
• Understand the concept of intercultural intelligence and global leadership as well as their value when conducting business with international and cross-cultural teams
• Identify issues such as different notions of time, motivation, ambiguity, and hierarchy, which influence cross-cultural communication and management
• Apply the concepts covered to various case studies and situations
• Improve professional communication skills with people from various cultures and environments
• Articulate ideas clearly and coherently in written work and presentations
• Conduct exploratory research through conducting and transcribing an interview and doing initial coding of themes

This course is an opportunity for students to reflect on and integrate their learning from the experience of studying abroad. First, they will generate their own data through extensive self-reflection and writing that articulates the impact of their sojourn and how it does or does not relate to other aspects of one's life. In small groups, they will compare their own findings with other students', thereby beginning to generalize about similarities and differences and hypothesize what variables any differences might be correlated with. They will also use quantitative standardized assessments as another window into changes.

As a result of taking this course, students will be able to:

1. Become familiar with intercultural literature, models, frameworks, and concepts used in intercultural development and training
2. Recognize and explain the multiple layers of an overseas experience
3. Articulate important intercultural skills and perspectives they have acquired/developed
4. Conclude with a study abroad component for a professional portfolio

In this class, students will develop skills, knowledge, and understanding that will help them communicate and engage more appropriately and effectively in their host city as well as in other intercultural contexts.

The aim of this course is to help students process and understand their study abroad experiences in light of current literature on models of culture, ideas about global citizenship, intercultural communication and development. With a deeper understanding of their experience, they will be able to better utilize and market their experiences in light of their personal, academic, and career goals.

This one-credit online course is open to select Engineering and College of Science students, who will return to Purdue for a minimum of one additional semester. While abroad, students will complete supplemental readings and guided assignments which will document their study abroad learning and create a portfolio of individual skill acquisition; thereby increasing cultural self-awareness and an ability to work effectively with people from other cultures.

A volunteer is invited to make a presentation on any topic. The volunteer is asked to double up on every verb by immediately following it with a synonym. Other participants are invited to pair up and have a conversation, doubling up on all verbs. During the debrief, the facilitator relates the experience with being preoccupied with words and sentence patterns of a second language.

This simulation, created by Aletha Stahl, is an adaptation of Journey to Sharahad. Participants role play intercultural communication barriers.

Sharahad is a simulation by Phil Darg in which participants role play intercultural communication barriers. 

This simulation, created by Aletha Stahl, is an adaptation of Journey to Sharahad. Participants role play intercultural communication barriers.

These resources explain how some American foods are prepared and viewed in different countries. What Americans think of "traditional" dishes or companies (such as McDonald's or Coca-Cola) can be very different around the world. 

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. 

Using Purdue University President Mitch Daniel's 2018 commencement speech and NPR's "Should We Have Empathy for Those We Hate," this activity explains tribalism and empathy.

Using Purdue University President Mitch Daniel's 2018 commencement speech and NPR's "Should We Have Empathy for Those We Hate," this activity explains tribalism and empathy.

Using Purdue University President Mitch Daniel's 2018 commencement speech and NPR's "Should We Have Empathy for Those We Hate," this activity explains tribalism and empathy.

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

by Aisha Ray of Raising Luminaries & Books for Littles. This article describes how parents can promote racist ideas about food. Instead, it offers strategies for how to "raise kids who don't food-shame," and suggestions of positive children's books.

By Emily Bell for Vinepair. This article describes the historical origin of the phrase "pouring one out." 

Shabbat Dinner: by Nechama Golding for Chabad. org. A description of shabbat and what to bring, wear, etc. 

Passover Seder: by Rabbi Debbie Stiel for ReformJudaism.org. A description of the seder, what to expect, and what happens during. 

These three articles deal with the tradition of praying over or blessing your food before eating. One article includes prayers from around the world. 

These three articles examine the Jewish importance of the table.

Norway authorities take away Indian couple's kids, say feeding with hands wrong: NDTV Correspondent. This article describes how children were taken away from their Indian parents in Norway because of the cultural practice of hand-feeding. 

By Kelsey Ellis from the Back Burner. This article describes utensils from the United States, Asia, India, and Ethiopia.

By Ana Blanco for the British Heart Foundation. An alphabetized list of types of bread products from all over the world. 

By the Prepared Pantry. This list describes fried breads from North America, Central and South America, Scotland, Italy, Eastern Europe, India, and Portugal. 

by Maryanne Cabrera, author of the Little Epicurean blog. Cabrera describes the cultural history of biko and how to make it. Biko is a dessert. 

By Amish America. This is a photo-filled article about the importance of canning in Amish communities. 

By Japan-Guide.com. This article explains the history of the Japanese tea ceremony and its procedure. The website includes lots of helpful hyperlinks and photos. 

By Joe Palca for NPR. Part of his Morning Edition "Summer Science" series, Palca investigates drinking hot beverages on a hot day.  

By Rory Boland for Trip Savvy. This article explains stinky tofu, a dish popular in Hong Kong, China, and Taiwan. 

By the CNN Travel Staff. A list of their most delicious foods from around the world. Includes photo, location, and description for each food. 

By Susanna Heller by Business Insider. This article describes a bar that is known for "Sourtoe" cocktails, made with whiskey and mummified human toe. The drink was first served in 1973. 

By Joseph Stromberg for the "Ask Smithsonian" section in the Smithsonian Magazine. Scientists analyzed the Asian durian fruit for why it has such a strong odor. 

By Kosher Certification.org. This article provides a comprehensive view of what kosher is and its rules/regulations. 

By the Islamic Council of Victoria (ICV). This articles explains halal, food exclusions, and preparation rules. 

By Wageningen University & Research. Describes how our food preferences are based on biology, psychology, sociology, and anthropology (culture). 

This Youtube video by the National Geographic investigates the practice of eating live octopus in South Korea. Not for those with weak stomaches. 

This article explores the history of salsa and ketchup sales. 

This study measured recognition perception of several different types of tastes across cultures. 

This NPR interview reveals the true origin of fortune cookies.

This article reveals common misconceptions and stresses an important distinction in Indian cuisine.

A fun look at a range of takes on Olive Garden menu items from Italian grandmothers. 

This NPR article examines how babies develop food preferences even before they're born!

This article explores the introduction of cinnamon rolls in China.

This NPR episode explores how we experience disgust. 

This article explores attitudes toward Western foods from a Japanese perspective. 

Participants discover how their decisions are often determined by cultural values in this activity.

In this activity, participants summarize what they have learned about effective teaching techniques and about empathy. 

Participants observe and operate in a strange situation in this activity and discuss cultural values. 

In this activity, participants analyze digital culture and how their cultural values impact their interpretation of other people. 

Participants learn about "hidden rules" for different economic classes through this activity.

After reading this article, participants will explain critiques of intercultural education and examine social justice outcomes. 

In this activity, participants analyze passages for the Intercultural Development Continuum (IDC) stages, as well for the representations of gay rights and diversity. 

Through this activity, participants will learn about naturalization, collectivism, assimilation, and xenophobia. 

Participants of this activity will define empathy and "the dark side of empathy."

After reading this article, participants will identify the limitations, risks, and possibilities of empathy in tourism.

During this question-based activity, participants will pair up and discuss their personal background. 

This is a media resource that teaches participants to understand the dangers of misunderstanding unfamiliar cultural practices and emic interpretations. 

This is a media resource. It teaches participants about "single stories" and how narratives can create stereotypes.

Through completing this crossword puzzle, participants will develop more curiosity toward cultural differences. 

During this activity, participants will examine underlying cultural values. 

This is a media resource. Participants should examine their ideas about culture and the arbitrariness of cultural customs. 

Through this Thiagi simulation game, participants interrogate assumptions, examine communication methods, and consider what happens when not all members of a group use the same "rules." 

This activity teaches participants how to deal with unfamiliar cultural norms and how to deal with their initial reactions.

This activity examines cultural assumptions, as well as the relationship between donors and receiving parties. 

This worksheet is from AFS Intercultural, with graphics by Julien Peyre (AFS France). 

In this widely-used group activity, participants learn how individual decisions are determined by cultural values. 

Janet Bennett created this activity, which teaches participates to identify stages in the Intercultural Development Continuum (IDC) through analyzing passages. 

In this activity from Virginia Cabrera, participants answer questions about their culture and identify. They pull slips/questions from a jar. 

In this activity by Virginia Cabrera, participants use an interactive Kahoot game to identify the Intercultural Development Continuum (IDC) stages. 

Virginia Cabrera designed this activity, in which participants learn to identify microaggressions. 

Jane Elliott first piloted the Blue eyes-Brown eyes exercise on April 6, 1968, the day after the assassination of Dr. Martin Luther King, Jr.

This article by Sandra Fowler "defines cross-cultural training and briefly traces its history. The power of using simulation games for cross-cultural training is described.  The history of the author is intertwined with the use of simulation games for cross-cultural training. Personal history with specific games...is traced, and trainers who have influenced the author's development as a simulation gamer are cited" (Fowler, p. 464).

Williamson, D. (2002). Forward from a critique of Hofstede’s model of national culture. Human Relations, 55(11): 1373-1395. https://doi.org/10.1177/00187267025511006