In Human Values Continuum, participants are asked to move to particular sides of the room depending on how they feel about statements read by the facilitator. This activity can be adapted for online learning using Jack Calabrese's Fist of Five Voting technique. Instead of having participants move about the room as they would if they were performing this activity in-person, the facilitator can instead ask participants to hold up 0, 1, 2, 3, 4, or 5 fingers depending on how they feel about the statement. 

This webinar features Traves Freeland, Assistant Director of Climbing & Climbing Education in Recreation and Wellness at Purdue University. Since Purdue made the transition to online learning, Freeland has adapted team-building exercises that he would normally teach in person for virtual environments. In this webinar, he goes over some best practices for building connections online and demonstrates how he facilitates these activities.

Faculty interested in or engaged in COIL can find resources here relevant to the development and assessment of intercultural competence in virtual international education.

This collection gathers together a variety of on-line instructional resources, most of them pre-existing courses, that support continued development of intercultural competence in a time of pandemic and study abroad cancellations. All resources have been "backwards-designed", e.g. they begin with specific learner outcome goals, most derived from the AAC&U intercultural knowledge and competence rubric, to advance through targeted intercultural exercises and reflective practice to guide the learner  towards intercultural and/or diversity-inclusion competence.

This video (which you can find in both the Links and Source section of this tool) explains the meaning of the terms: global citizenship, cosmopolitan and difference. It also discusses how difference matters in today's society and in their own lives. 

This article (which you can find in both the Links and Source section of this tool) defines white privilege and lists ways that people with white privilege can move beyond guilt or defensiveness and even use it in ways that benefit all people.

This assessment measures four modalities of one's preferred learning style: visual learner, read/writer learner, auditory learner, kinesthetic learner.

The assessment is available for participants to take online (see the Links and Source section of this tool). 

This quiz helps participants understand and assess the concepts of universalism and particularism. It is available in the University of the Pacific's What's Up with Culture module 1.4.3 (see the Links and Source section of this tool). 

This quiz helps participants understand the differences between personal, cultural, and universal behaviors and also learn how to identify them.

The original quiz is in Storti's Figuring Foreigners Out: A Practical Guide, but a similar activity is available in University of the Pacific's What's Up with Culture online modules (see the Links section of this tool).

In this activity, participants discuss how current events and social media have contributed to tribalism and a decline in empathy. They also describe their own experiences with selective empathy and their participation in "tribes."

Facilitators/instructors can adapt this activity to an online learning environment by asking participants to write an essay based on the discussion questions on the instruction sheet in the Downloads section of this tool. Participants could also engage in discussion through an online discussion board or through a video chat platform such as Zoom or Google Hangouts.

This assessment measures participants' empathetic abilities. It is available in English, Korean, and Turkish.

An online version of the assessment is available in the Links section of this tool. 

This activity helps participants to relax and focus on the process of breathing and the present moment.

The audio file is available in the Links section of this tool, so participants can complete this activity individually on their own time.

In this activity, participants write a short poem that describes where they're from.

Participants can complete their poems on their own time and share with them others through an online discussion board.

The SWOT analysis method used in this activity helps participants to critically analyze and revise intercultural and linguistic goals, practice deeper reflection on weaknesses and challenges in order to make informed revisions to those goals, critically consider the influence of their context and assumptions on goal setting, and prioritize evidence and perspectives to draw logical conclusions in the revision of past goals. It is designed for students who are studying abroad but could be adapted to other contexts.

This activity is already designed for an online learning environment, and all of the materials associated with it are available in the Downloads section of this tool.

This episode of Storytalking with Lakshya helps participants to recognize that stories are vehicles that can be used for both good and evil as well as discuss how religion, culture, and history can be understood as stories. 

A link to this podcast is in both the Links and Source sections of this tool. Participants can listen to the podcast individually on their own time, and facilitators/instructors may choose to add a reflective component where participants record their thoughts in an online discussion board or blog. 

This activity helps participants consider how various aspects of their identity affect them in different social situations (e.g., how certain identities may be privileged in certain spaces but marginalized in others). 

All of the materials required for this activity are available through the LSA Inclusive Teaching Initiative at University of Michigan (see the Links section in this tool). Participants can complete this activity individually on their own time and then post it to an online discussion board so that they can compare their experiences to their peers, or they can send the worksheet to the facilitator/instructor once it is completed. 

This worksheet helps participants to describe and reflect on their identities in terms of social categories like race, gender, sexual orientation, etc. 

All of the materials required for this activity are available through the LSA Inclusive Teaching Initiative at University of Michigan (see the Links section in this tool). Participants can complete this activity individually on their own time and then post it to an online discussion board so that they can get to know their peers, or they can send the worksheet to the facilitator/instructor once it is completed. 

This assessment measures participants' sense of social connectedness. It is available in the Downloads section of this tool. Participants can complete the assessment individually and then send the results to the facilitator/instructor.

This activity helps participants contemplate and explain their culture-learning goals for their time during their semester abroad. It also enables them to develop logical and consistent plans to attain goals, as well as identify multiple approaches for attaining goals. It is designed for students who are studying abroad, but it can be adapted for other contexts.

This activity is already designed for an online learning environment, and all of the materials associated with it are available in the Downloads section of this tool.

This assessment measures participants' sense of loneliness. It is available in the Downloads section of this tool. Participants can complete the assessment individually and then send the results to the facilitator/instructor.

This assessment measures participants' sense of belongingness. It is available in the Downloads section of this tool. Participants can complete the assessment individually and then send the results to the facilitator/instructor.

This assessment measures mindful self-empathy and emotional resilience in the stressed individual and self-awareness of cultural discomfort in a new context. 

Both the self-care wheel and the accompanying worksheet are available in the Downloads section of this tool. Participants can complete this activity individually and then send it to the facilitator/instructor.

This activity allows participants to evaluate their self-awareness of their cultural identity and their core cultural values. It is designed for students who are studying abroad but could be adapted to different contexts.

All materials associated with this activity are available in the Downloads section of this tool. Participants can complete this activity individually on their own time and then send it to the facilitator/instructor.

This assessment measures interpersonal communication. academic and work performance, community involvement, ecological adaptation, and language proficiency. Additionally, instructors or learners who use the instrument will become more aware of their ability to adapt to a new culture, and possibly also more attuned to the emotional cost of doing so.

The assessment is available in the Links section of this tool. Participants can complete this survey on their own time and send their results to the facilitator/instructor. 

This activity helps participants to increase their self-awareness as well as their awareness of others and learn how to slow down before reacting.

The instructions for this activity are in the Downloads section. The instructions are written for a group, but individuals could do this exercise on their own. 

This worksheet helps participants to describe and reflect on their identities in terms of their skills, favorite books/movies, hobbies, etc. 

All of the materials required for this activity are available through the LSA Inclusive Teaching Initiative at University of Michigan (see the Links section in this tool). Participants can complete this activity individually on their own time and then post it to an online discussion board so that they can get to know their peers, or they can send the worksheet to the facilitator/instructor once it is completed. 

This worksheet allows participants to apply the metaphor of a pendulum to their own experiences for a more robust and realistic understanding of their own intercultural competence, reflect on the outside forces/events/environmental factors that impede their development of intercultural competence by pulling them towards a focus on similarity and difference, and identify strategies and behaviors they can employ to stay balanced and maintain their intercultural competence.

The worksheet is available in the Links section of this tool. The link leads to a publication in the HubICL research repository where it can be downloaded. Then, participants can complete the worksheet individually on their own time and send it to facilitators/instructors.

This assessment measures the degree to which a participant is comfortable with being challenged by difference. 

The assessment is available in the Downloads section of this tool. Participants can complete it individually on their own time and then send the results to the facilitator/instructor.

In this activity, participants list activities that will help them personally develop in one domain of intercultural knowledge and competence from the AAC&U Intercultural Knowledge and Competence VALUE Rubric. They also identify evidence that signals they have personally developed in that domain.  

All the materials required for this activity are available online (see both the Links and Downloads sections of this tool), and participants can complete the activity individually on their own time. 

This activity enables participants to examine what kind behaviors bother or challenge them, learn about their emotional "hot buttons," and plan for ways to manage their reactions to "hot buttons" behaviors. 

Michael Vande Berg created a version of this activity that is available online (see the Links section of this tool). Participants can complete this activity individually on their own time and then send it to facilitators/instructors. 

This assessment measures emotions as possible barriers to effective learning, as well as emotional baggage that is brought to learning situations. 

This assessment is available online (see both the Links and Downloads sections in this tool). Participants can take the quiz on their own time and send results to the facilitator/instructor.

This quiz helps participants to understand the differences between monochronic and polychronic time, as well as identify which cultural behaviors align with this cultural value dimension.

The original quiz is in Storti's Figuring Foreigners Out: A Practical Guide, but a similar activity is available in University of the Pacific's What's Up with Culture online modules (see the Links section of this tool).

This activity helps participants to relax and focus on the process of breathing and the present moment.

The audio file is available in the Links section of this tool, so participants can complete this activity individually on their own time.

This reflective activity helps participants to understand the experiences of individuals who have been displaced from their homes.

All of the materials needed for this activity are available in the Links section of this tool, and a majority of the activity can be completed by participants individually on their own time. 

This activity helps participants understand how their identities have developed over time as a result of their cultural environment.

The materials required for this activity are all available in the Links section of this download. The individual portion of the activity can be completed by participants on their own time, and the group portion could be completed over an online discussion board or video chat. 

This inventory (available in the Links section of this tool) helps participants to reflect on their cultural values and understand differences in values within and across cultures.

For online learning environments, facilitators/instructors can ask participants to complete the inventory on their own time and then send their results electronically.

This activity is meant to help participants keep a record and reflect on their language learning while they are studying abroad, but it could be adapted to other contexts.

This activity challenges participants to begin developing deeper relationships with those who are different from them. They will read The Atlantic article, “These are the Americans who live in a bubble” (in the Links section of this tool) and use it to reflect on their own personal bubbles and how they might further develop relationships across difference.

Participants can fill out the handout included in the Downloads section of this tool on their own time. Then, instructors can choose to have participants answer reflection questions in an essay, or discuss them through an online discussion board or video chat. 

This assessment measures how participants' values are expressed through behavior. 

This exercise can be completed through the University of the Pacific's What's Up With Culture? modules. This particular activity is module 1.2.2.

This activity helps participants to identify the Intercultural Development Continuum stages and analyze the benefits/risks of each stage. 

Kahoot is an online platform with distance learning tools. Facilitators/instructors can create quiz questions through Kahoot, and participants can answer from their own computers or smartphones. 

In this activity, participants are asked to keep a journal where they analyze and reflect on cultural experiences. 

Facilitators/instructors can adapt this activity for online learning by asking participants to journal through blogs. 

This assessment measures four facets of empathy: perspective-taking, empathic concern, personal distress, and fantasy (ability to imagine oneself in another's situation).

The index is available online (see the Links section in this tool), and participants can take it on their own time and send results to the facilitator/instructor.

This massive open online course (MOOC) helps participants to improve their intercultural competency to succeed in a diverse workplace.

This activity is designed for students who are studying abroad but could be adapted to other contexts. 

This activity enables participants to introduce themselves to other classmates/group members as well as consider cultural factors that led to their study abroad experience, or another type of experience.

Participants can complete this autobiography on their own time and then share it with their classmates/group members through an online discussion board.

This assessment measures foundational components of intercultural competence: cultural self-awareness, knowledge of worldview frameworks, empathy, openness, communication, and curiosity.

There is an electronic version of this assessment (see the Links section of this tool). 

This activity helps participants to understand the differences between individualist and collectivist cultures and identify which cultural behaviors align with this cultural value dimension.

The original quiz is in Storti's Figuring Foreigner's Out: A Practical Guide, but there is a similar activity in University of the Pacific's What's Up with Culture online modules (see the Links section of this tool).

This assessment measures participants' general sense of belongingness and loneliness.

This assessment can be completed by participants in their own time (see the Downloads section in this tool) and then sent to facilitators/instructors.

This activity asks participants to write a poem that reflects on themselves as cultural beings, connect with others across identity borders, as well as compare and contrast the cultural influences in their lives with other participants.

Participants can complete their poems on their own time and share with them others through an online discussion board.

This activity asks participants to write a poem that reflects on specific details and feelings about life and memories as well as build new connections with their own cultural heritage.

Participants can complete their poems on their own time and share with them others through an online discussion board.

This online tool will help participants gain a better understanding of Hofstede's cultural value dimensions (e.g., individualism/collectivism, power distance, etc.), learn some trends in values across different national cultural contexts, and compare/contrast different national cultures with their home country culture with regard to these value dimensions.

This activity allows participants to interpret details from daily experience and discriminate between various sets of cultural expectations.

This tool includes 17 guided writing exercises that can be used during study abroad or other types of intercultural experiences. Participants can complete these writing exercises on their own time and send them to facilitators/instructors once they are completed.

The goal of this activity is to instill a growth mindset in STEM students and help them to mitigate problems such as stereotype threat. 

There are two different writing assignments included in the activity instructions (see the Links section in this tool), as well as two short videos for participants to watch before completing the assignments. The facilitator can choose which one they prefer, and students can complete the assignments on their own time and then turn them online. There is also a version of this activity for middle school students in Links. 

This assessment measures five facets of global-mindedness (responsibility, cultural pluralism, efficacy, global-centrism, interconnectedness). Instructors or learners who access the instrument will be better able to differentiate between the commonly confused concepts of "Intercultural Competence" and "Global Citizenship.

To adapt this assessment for an online learning environment, facilitators/teachers can transcribe the questions from the dissertation in the Source section of this tool into a document and send that document to students. Alternatively, if they are using an online learning management system (such as Blackboard or Brightspace) that allows instructors to create assessments and quizzes, they can ask participants to answer questions using that platform. 

In this activity, participants choose a global issue to analyze. This activity is designed specifically for study abroad students so they can learn more about their host country, but it can be adapted to use in other contexts.

Since the majority of the activity is a writing assignment, it can be completed by participants on their own time and turned in online.

This assessment measures foundational components of intercultural competence: global self-awareness, perspective-taking, cultural diversity, personal and social responsibility, understanding global systems, and applying knowledge to contemporary global contexts.  

The assessment is available in the Links section of this tool. Participants can complete it on their own time and then send the results to the facilitator/instructor.

This activity addresses global health issues and helps participants to better understand how health policy and advocacy affect healthcare outcomes across the world.

This activity requires participants to write an issue brief, field journal, and policy brief, which can be completed on their own time and turned in electronically. There is also a discussion portion, which can be done through an online discussion board or video chat. The presentation portion can either be removed, or instructors can ask students to record themselves presenting on their health issue and policy recommendations. 

This assessment measures self-efficacy, technical coordination, knowledge of professional ethics and standards, and knowledge of engineering cultures. Individuals who use this assessment will become more aware of the elements of engineering competency in a globalized world.

To adapt this assessment for an online learning environment, facilitators/teachers can transcribe the questions from the article in the Source section of this tool into a document and sent that document to students. Alternatively, if they are using an online learning management system (such as Blackboard or Brightspace) that allows instructors to create assessments and quizzes, they can ask participants to answer questions using that platform. 

This assessment measures seven aspects of global engagement: pluralism, interconnectedness, global mindedness, ambiguity tolerance (flexibility), ambiguity tolerance (new situation preference), diversity openness, host site knowledge.

To adapt this assessment for an online learning environment, facilitators/teachers can transcribe the questions from the article in the Links section of this tool into a document and sent that document to students. Alternatively, if they are using an online learning management system (such as Blackboard or Brightspace) that allows instructors to create assessments and quizzes, they can ask participants to answer questions using that platform. 

This assessment measures behaviors and attitudes that are supportive of environmental or social sustainability (recycling, consumer behavior, energy, efficiency, etc.), shared responsibility, orientation towards equality of human beings, and mutual dependency values. Individuals who take or use the instrument will develop a better understanding of the connection between sustainability values and individual behaviors.

To adapt this assessment for an online learning environment, facilitators/teachers can transcribe the questions from the article in the Links section of this tool into a document and sent that document to students. Alternatively, if they are using an online learning management system (such as Blackboard or Brightspace) that allows instructors to create assessments and quizzes, they can ask participants to answer questions using that platform. 

This assessment measures participants' general sense of belongingness.

This assessment can be completed by participants in their own time (see the Downloads section in this tool) and then sent to facilitators/instructors.

This activity from AFS International Programs enables participants to increase their cultural self-awareness by reflecting on their own personal and cultural experience with stereotyping. It is also a part of the Global Competence Certificate. 

All resources associated with this activity can be downloaded from the AFS site, and participants can complete some portions individually on their own time. For the discussion portions, the facilitator/instructor could create an online discussion board for students to share their thoughts with each other. Another alternative is to have a discussion through video chat.

This activity challenges participants to consider the idea of "belonging" and what that means to them and others. They will listen to an episode of the Radiolab podcast, “For Whom the Cowbell Tolls,” and discuss/reflect on the concepts of naturalization, individualism, collectivism, assimilation, and xenophobia.

Participants can listen to the podcast individually on their own time (see the Links section in this tool). To adapt this activity to an online learning environment, the facilitator/instructor can ask participants to either write an essay based on the discussion questions in the instructions document (see the Downloads section of this tool), or they can discuss the questions in an online discussion board. 

This assessment measures participants' willingness to enjoy new foods as an important marker of openness and willingness to engage in friendship activities.

This assessment can be completed by participants in their own time (see the Downloads section of this tool) and then sent to facilitators/instructors.

This activity helps participants to relax and focus on the process of breathing and the present moment.

The audio file is available in the Links section of this tool, so participants can complete this activity individually on their own time.

The video in this tool (see the Links section) explains the difference between empathy and sympathy. Facilitators/instructors can assign this video as a "reading assignment" in an online learning environment. 

This activity helps participants to develop a better understanding of their stressors and how to deal with stress. It is designed for a study abroad program but can be adapted to other contexts. It can also be completed by participants on their own time and then sent to a facilitator/instructor. 

This assessment measures four modes of receiving verbal information: receptive listening, consensus-based listening, exploratory listening, and action listening.

The inventory can be completed by participants on their own time and then sent to the faciliator/instructor.

This massive open online course (MOOC) helps participants to develop their attitudes, skills and knowledge of cultural diversity to create more inclusive environments.

This activity asks participants to analyze bias and assumptions during an interview by taking the perspective of both interviewer and interviewee in a set of videos created by the Purdue Envision Center (see the Links section in this tool).

Both videos are available through YouTube, so participants can watch them on their own time. To adapt this activity to an online learning environment, facilitators/instructors may choose to ask students to write an essay based on the discussion questions on the handout in the Downloads section of this tool. Alternatively, participants can discuss the questions through an online discussion board. 

This media resource can help participants to understand the ways in which narratives and stories can create stereotypes about people and places. During the activity associated with the resources, participants will analyze “single stories” participants may have about specific people or cultures and demonstrate how “single stories” influence bias and stereotypes in order to complicate and grow out of these viewpoints.

The resource is available on both YouTube and the TED Talk website (see the Links section in the tool). In the Downloads section of the tool, there is a PDF with a list of discussion questions. To adapt this activity for an online learning environment, facilitators/instructors may ask participants to watch the video on their own time and then craft an essay based on those discussion questions, or create a discussion forum where participants can discuss the questions.

This quiz, which is available online through the Harvard Business Review, measures how participants compare to others in terms of three types of curiosity.

This assessment measures two dimensions of curiosity: appetite for novelty, and "absorbtion," e.g. the desire to want to "dig deeper" and learn more about a topic, person, activity, etc.

The inventory is available online (see the Links section in the tool). Participants can complete the inventory on their own time and then send it to facilitators/instructors. 

This workbook helps participants to identify and appreciate cultural differences and reflect on their thoughts and feelings during cross-cultural experiences.

The entire workbook is available online (see the Links section in the tool) and many of the activities can be completed individually. 

This assessment measures participants' strategies for learning about another culture. The assessment can be completed by participants on their own time and then sent to facilitators/instructors. Facilitators/instructors could also set up a virtual discussion surrounding the assessment. 

This activity asks participants to identify what are considered typical U.S. cultural values and compare their own perceptions of their cultural values to those considered typical of the U.S.

All of the materials for this activity can be downloaded through the AFS website (see the Links section in the tool). Participants can complete the individual portions of this activity on their own time and then upload their materials to a discussion board or an online learning management system such as Blackboard or Brightspace. 

This massive open online course (MOOC) enables participants to understand the concept of cultural intelligence as well as develop their own level of cultural intelligence.

This activity asks participants to write about aspects of their cultural identity, such as family structure, nationality, rituals, environment, friends, institutions, mobility, and education. In an online learning environment, participants can share their autobiographies through a discussion board. 

This activity asks students to share a personal object of cultural significance and explain why that object is meaningful to them and the culture(s) they identify with. To adapt this activity to an online environment, participants could upload a picture of their cultural artifact to a discussion board along with an explanation of its significance. They could also share through video chat. 

This lesson is meant to stimulate participants’ attitudes of intercultural curiosity. Participants will create crossword puzzles based on prompts that highlight certain aspects of culture, such as religious beliefs, food preferences, and nonverbal communication gestures. Then, they will choose a partner and try to solve each other’s puzzles.

There are several online crossword building resources for facilitators/instructors to choose from in the Links and Downloads sections of this tool. Participants can also exchange and complete crossword puzzles virtually. 

This rubric can be used to assess any kind of intercultural reflective writing assignment, such as an essay or a blog post. 

This activity will challenge participants to use the concept of "critical mass" to understand stereotype threats. They will analyze photos on a website to determine how that site may be including/excluding and reinforcing or challenging stereotypes.

This activity is well suited for online learning because it asks participants to engage with web content and to then complete an essay or blog post, which can be uploaded to a discussion board or an online learning management system such as Blackboard or Brightspace. 

This activity asks participants to consider their own personal values and their cultural contexts. The value cards used in this activity can be downloaded through University of Michigan's Inclusive Teaching website (in the Links section of this tool), and participants can sort the cards individually on their own time. Then, they can engage in the discussion portion through an online discussion board or video chat. 

This activity was already designed to be completed online by study abroad participants. However, it can be adapted for other contexts.

During this activity, participants will first identify the five qualities that they view as most important in their career field. They will ultimately be able to recognize the role cultural values play in informing and defining professional norms and practices as well as practice perspective-taking in considering worldviews other than their own regarding professional cultural values and acting in a supportive manner that recognizes the feelings of another cultural group.

This rubric can be used to assess blogs using five categories of data: culture shock, communication challenge, cultural appreciation, cross-cultural comparison, and adaptive behavior.

This activity allows participants to discuss an experience when perceptions of something were dependent on point of view. 

The physical activity itself can be completed individually and then participants can engage in the debriefing portion through an online discussion board or video chat. 

This activity uses the YouTube video, What I Learned from President Obama - Smarter Everyday 151, to enable participants to identify elements of civil discourse and reflect on the meaning and importance of civil discourse. They will also reflect critically on their own ability to conduct civil discourse and imagine future scenarios engaging in civil discourse.

To adapt to an online learning environment, participants can watch the YouTube video on their own and then engage in discussion through an online discussion board or through video chat. 

This reflection challenges participants to make meaning of their study abroad experience. They will choose a song that they feel is representative of their study abroad and analyze the song in relation to their experiences based on the four levels of cultural awareness.

This activity is already designed to be completed in an online environment. It can also be adapted for other types of intercultural learning experiences besides study abroad. 

This activity uses the Giraffe and the Elephant parable to help participants 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.

The parable is available online (see the Links section of this tool). The discussion portion could be completed through an online discussion board or through video chat. Participants could also complete the individual portions on their own time before engaging in discussion. 

This activity helps participants to relax and focus on the process of breathing and the present moment. It can be done individually using the audio file in the Links section of this tool. 

Body Ritual Among the Nacriema is a well-known satirical anthropology paper. The entire paper is available online and facilitators/instructors can adapt debriefing/discussion to virtual environments by asking students to post in discussion boards, craft essays, or chat through online platforms like Zoom or Google Hangouts. 

This blogging activity is designed for study abroad but can be adapted for other types of intercultural learning experiences.

An online version of this assessment is available on the FiveThirtyEight website. It measures how participants compare to others on five personality traits: openness, agreeableness, extraversion, conscientiousness, and negative emotionality.

Beyond the Comfort Zone is an online course from True North Intercultural that allows participants to articulate what the "comfort zone" might look like for them during an intercultural experience, understand the benefits of this awareness and of intentionally pushing oneself outside their comfort zone, and think concretely about how to make the most of an intercultural experience.

This activity is inspired by an Instagram account called Barbie Savior. Barbie Savior calls attention to the issues with the well-intentioned—but often problematic—"voluntourism,” i.e. short-term volunteer trips. Barbie Savior parodies the voluntourism experience by placing Barbie in various scenes across Africa along with tone deaf captions that demonstrate Barbie’s lack of knowledge about her impact as a voluntourist.

In this activity, participants will analyze one of Barbie Savior’s posts in terms of the concept of empathy. Participants will then attempt to coach Barbie on intercultural empathy and how she might consider different perspectives.

Facilitators/instructors can adapt this activity to an online learning environment by asking participants to write an essay based on the discussion questions on the instruction sheet in the Downloads section of this tool. Participants could also engage in discussion through an online discussion board or through a video chat platform such as Zoom or Google Hangouts.

This activity challenges participants to reflect on their relationships and consider how they might improve their diversity. They will chart/map their personal and social networks and reflect on how they might fill in any gaps in those networks.

Students can complete the handout for this activity individually and then talk through the reflection portion with a partner through email or video chat. The facilitator may also consider asking participants to post reflections in an online discussion board. 

This assessment measures several aspects of intercultural competence: motivation; language proficiency; communication style; perceived efficacy (post-program); intercultural knowledge, skills, and attitudes.

The assessment is available in both the Source and Links sections of the tool. Participants can take the assessment online and then send the results to the facilitator/instructor. 

This entire certificate program is available online. This certificate enables participants to identify, reflect upon, and more effectively practice the following intercultural skills: Self-Awareness, Awareness About Others, Emotional Resilience (or Mindfulness), Bridging Across Difference.

Note that this certificate does have a cost associated with it.

This exercise can be completed through the University of the Pacific's What's Up With Culture? modules. This particular activity is module 1.4.1.

This activity helps participants to understand the difference in perspective between a universalist and a particularist. It also enables them to reflect on where their own cultural values fall on the continuum between universalist and particularist.

In this activity, participants pair up and develop deeper connections by sharing answers to questions that evoke life experiences and intellectual/emotional positions. If in an online learning environment, participants could exchange answers through email or video chat.