This month we welcome Dr.Lindsey Macdonald as our guest blogger for the HubICL Hubbub newsletter at https://hubicl.org/members/1005/blog/2022/05/an-interview-with-matthew-goode-creator-of-childhood-saying. In her blog Macdonald interviews Dr. Matthew Goode about his original intercultural learning tool "Childhood Saying," curated into the Intercultural Learning Hub at hubicl.org/toolbox/tools/774. Would you like to contribute an activity to the HubICL Toolbox? The process is simple. To get started, go to hubicl.org/toolbox/tools/new. close

Lego Privilege Game (How Easy is My Daily Life)

Designed to use Legos to lead participants to an understanding of privilege as unearned advantage without initial use of the term (privilege), which can be polarizing or scary for many. Not a board or card game, but we include it here anyway, because stacking the Legos feels playful in nature and also, like many board or card games, it requires purchasing materials.

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Rise Up!

Rise Up is a board game about building people power and winning together to create social justice—even when the cards are stacked against us. All players are on the same team, collaborating to build a movement and fight an opponent that is trying to crush your efforts. Suitable for ages 10 and up.  Currently listed as costing $37.00 (as of 4-29-2022).

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In the Village

In The Village is a cooperative card game for 3-5 players, who must use nets, medications,and insecticides to stave off the threat of malaria in their village.  In order to win all players must cooperate, discuss, and share limited resources or none will survive.  Suitable for ages 12 and up.  Currently listing as costing $15.00 (as of 4-29-2022).

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Trip Around Europe & Trip Around Europe 2

Two of a series of six short, free, downloadable electronic games which introduce some basic differences about cultures in Europe. Created in 2007 as part of a project funded by the European Union for those who work with youth groups; the series also includes e-games focused on Human Rights and Leadership (project management).

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Use of Force Card Game

A free card game devised by CILMAR staff to encourage perspective-sharing and facilitate brave discussions following a use-of-force incident in a community. Was "in production" as of 4-29-2022, so you may need to wait a week to access it.

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Intercultural Development Orientation Classifications Card Game

A free card game, developed by CILMAR staff members, in which participants identify statements indicative of various orientations on the Intercultural Development Continuum, as well as reflect on connections between the orientations and their own life experiences.  It works well as part of an IDI group debriefing, to help explain the model before discussing aggregate group results.  May also be used in situations where you wish to help team leaders recognize & uplift effective intercultural behavior without the cost of administering the IDI instrument.

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Story Stitch

This card game helps participants to develop empathy for people from varied backgrounds and experiences, demonstrate intentional listening, & build relationships through sharing experiences. Currently listed as costing $18.99 (as of 4-29-2022).

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Migrant Challenges (a Diversophy Game)

A free,downloadable card game, developed as part of a social well-being collaboration of Diversophy Games and JAMK University of Applied Sciences in Finland.  Intended to develop curiosity, openness and understanding.  Be sure to also search the HubICL digital toolbox for other "diversophy" games (cost varies), including diversiSMILES mini-game.

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Co-Opoloy

A board game, by the Tesa Collective, somewhat like Monopoly, but intended to reward cooperation. Suitable for ages 10 and up. " Designed for families and friends who want to play together instead of competing against each other, and groups thinking about starting a cooperative or improving skills as collaborators. "  Cost listed at $35 as of 4-29-2022.

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Mental Blocks

A card game (available from Pandasaurus Games) on perspective shifting, suitable for ages 8 and up, with lesson plan developed by a former CILMAR graduate assistant, Margaret Sheble. Cost of the card game is listed on Amazon at $39.95, although some gamer sites may offer it for less.

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Study Abroad Advice Card Game

Free card game created by CILMAR in partnership with Purdue Study Abroad advisors. Downloads include a lesson plan and a printable set of cards. As a result of this activity, participants will be able to: 1. Identify effective strategies for succeeding in study abroad programs. 2. Determine whether strategies are best applied before, during, or after study abroad. 3. Discuss which strategies are the best fit for their particular contexts.

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Universal, Cultural or Personal? Card Game

Free card game developed by CILMAR staff, adapted from noted interculturalist Bruce LaBrack's "What's Up With Culture" (open source) materials. As a result of this activity, participants will be able to: 1. Distinguish between three dimensions of human behavior (universal, cultural, and personal). 2. Identify the dangers of inaccurately identifying the motivations for behavior. 3. Apply this analytical skill to authentic relationships and interactions. Downloads include a lesson plan and the quiz cards.

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Walking in Good Relations

Board game designed by a talented creative team of First Nations women. Currently available only in a 4-game or 8-game set with teaching notes, designed for K-12 schools or school districts."At-home" edition was said to be "in the works" as of mid-December 2021. Team also offers a "Decolonizing Activity Book" and other inclusion education materials & workshops. 4-game kit listed as costing $280 as of 4-29-2022.  Activity book listed as $8.00.

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Keep it Real RX

Board game designed to help players practice the skills of curiosity, openness and self-awareness. Website provides a teacher-student guide & also a virtual version of the physical game.  Cost listed at $65.00. The game is designed for use with learners of US high school age (approx. 15 years old) and above.

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Instructor Notes for Staging Your Own Assessment Smackdown

Just what the title says.

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Instruments cited in the Smackdown video

This document lists the instruments cited in the Smackdown video.  Note that in order to open the HubICL "curation card" about each instrument, you'll need to be logged into a HubICL account.

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Making Sense of Qualitative Data (Reflections)

Even folks with Ph.D's and lots of familiarity with experiential learning can be skittish about using rubrics to make sense of authentic artifacts of reflective learning. This explanation is the simplest and clearest we've yet seen about how to code qualitative data.  Using a rubric is a type of deductive coding, so, to get more comfortable with it, all you really need to read is the part of this essay on "Deductive Coding 101."  But the advice on keeping things simple is excellent, too.

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Standards & Indicators for Evaluating 'Culturally Responsive' Teaching

Funded by an Alaska Native Education grant, this Culture in the Classroom resource defines 5 standards for culturally responsive teaching, with indicators and rubrics of increasing proficiency!  Although growing out of K-12 education, it also has broad applicability to the higher education classroom and would align well with Dr. Diatta-Holgate's work, mentioned earlier in this collection.

Culturally responsive teaching, as defined by expert Zaretta Hammond, in her book Culturally Responsive Teaching and the Brain, is one of the most impactful tools for empowering students to find their way out of what are commonly known as "achievement gaps." Culturally responsive teaching (CRT) attempts to bridge the gap between teacher and student by helping the teacher understand the cultural nuances that may cause a relationship to break down—which ultimately causes student achievement to break down as well.

 

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How to use a rubric to improve student learning

This instructors' resource blog post, from 2018, gives concrete and specific examples of using a rubric to give objective and actionable feedback to a student about a piece of writing.  Since rubrics work similarly no matter what type of learning  is being assessed, this resource may also prove helpful to individuals using the rubrics in this collection.  Instructors who use rubrics may also benefit by watching, and sharing with their students, this video on how, as a student, to use the rubric provided by the instructor to get a better grade!

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Diversity and Social Justice Rubric

This six-dimension rubric, based in part on the AAC&U Intercultural Competence Rubric, was created by team of experts to assess an institutional learning outcome which stated that "...[our] graduates will be able to analyze topics and human experiences using categories such as race, ethnicity, gender, social status and ability."

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Integral Evaluator Self-in-Context Framework

This four-quadrant framework with self-reflection questions can help an evaluator or an evaluation team critically self-examine whether they are, in fact, providing "helpful help" to marginalized groups.  This work comes from Dr. Hazel Symonette, a Black American educator & qualified IDI administrator who has served on the board of the American Evaluators Association, and helped craft the very definition of a culturally competent evaluator.

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Miami University Diversity Awareness Scale

This 37-item survey instrument, created by a multi-ethnic research team, is designed to measure the level of student awareness about issues of culture, intergroup interaction, social justice, and the degree to which these issues are presented in the college classroom.

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Miville-Guzman Universality-Diversity Scale (M-GUDS)

This 15-question survey, created by a  renowned US scholar of race and ethnicity, asks specifically about one's reactions to and interactions with persons of another race. It measures: 1. Diversity of contact (AAC&U curiosity), relativistic appreciation for differing others (AAC&U empathy), and comfort with difference (AAC&U openness).

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Harvard Implicit Bias Association Test

This well-known assessment measures: 1. Participants' implicit attitudes, stereotypes, and biases related to cultural identity markers such as religion, race, gender, and sexuality.  The HubICL curation pulls together articles and resources providing context about this fascinating, groundbreaking and also controversial instrument.

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Global Diversity, Equity & Inclusion Benchmarks (GDEIB)

This survey instrument, created by a profoundly multi-ethnic and global panel of experts, measures: 1. The current state of diversity, equity, and inclusion within an organization. 2. Progress in managing diversity, equity, and inclusion efforts. 3. Feelings of trust, acceptance, and physical/psychological safety. 4. Short and long-term goals for an organization.

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Ethnocultural Identity Behavior Index

This survey, by Yamada, Marsella & Yamada, measures: 1. The individual's degree of involvement with a specific, self-identified ethnic peer group. 2. Connections between behavior and cultural identity.

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Scale of Ethnocultural Empathy

This 31-question survey, created by a multi-ethnic research team, measures one's degree of empathetic perspective-taking ability towards persons of other races or ethnicities. It has been used in educational contexts around the world, and translated into many languages. (This is the english version.) We note that some users feel it "centers whiteness" and therefore we suggest that caution be used when considering it for use with persons or groups of marginalized identity. Its most effective use is probably for gauging degree of privilege in non-marginalized groups.

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Diversity Inclusivity Framework

This framework or checklist is intended to help the instructor or institution gauge the extent to a course aligns on diversity and inclusion across a wide variety of factors: from purpose and goals through pedagogy, participants, assessment methods and content.

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Culturally Responsive Classroom Climate Scale

This study, by Purdue scholar Horane Diatta-Holgate, describes the creation and validation of a survey which asks the student to evaluate whether the instructor uses culturally inclusive language, pedagogy and behavior in the post-secondary classroom, and to define the degree to which that student feels included. While culturally relevant and culturally competent pedagogy is important to inclusion, this is the first known tool to ask for feedback from the students, as opposed to probing teacher attitudes.

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AAC&U Intercultural Competence Rubric (Purdue version)

This rubric, created by the American Association of Colleges & Universities in 2010, and endorsed by the Purdue Faculty Senate in 2011, forms the foundational definition and sorting method for the activities & materials in this digital toolbox.  the rubric measures: cultural self-awareness, knowledge of others' cultural worldview frameworks, empathy, communication, curiosity & openness.

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Teamwork Rubric (AAC&U)

In today's world, it is vital to understand teamwork as a frequent source of intercultural conflict and to work intentionally on intercultural teamwork skills! This assessment measures: 1. Participants' level of supportive communication, and the abilities to enact (a) civil conflict resolution, and (b) a group-oriented work ethic.

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Rubrica Valutativa della Competenzia Interculturalle

This assessment measures: 1. Participants' level of intercultural competence in the following areas: curiosity, respect for diversity, cultural self-awareness, knowledge of host-country language, knowledge of host-country context, critical thinking, adaptability, and conflict resolution.

Originally Published in Italian in December, 2019. English translation published in February 2021 (see Links tab).

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Fair Trade Learning Rubric

This assessment measures: 1. The extent to which participants are "advancing just, fair, and conscientious global exchange, learning, and service partnerships" (Hartman, 2015). Downloadable pdf.

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Digital Storytelling Rubric

This assessment measures: 1. The use of effective visual communication. 2. Demonstrated levels of openness, curiosity, self-awareness, empathy, and knowledge of worldview frameworks. Article describes its use for reflection in study abroad contexts, as well.

Instructors who use this rubric will be better able to offer supportive feedback (formative assessment) or to justify grading decisions (summative assessment).

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Critical Reflection Rubric

This Critical Reflection Rubric draws heavily on Patti Clayton's "Describe, Evaluate & Analyze Learning" (DEAL) model for deepening experiential and service learning outcomes. In this version, Clayton's rubric is mapped onto elements of the AAC&U Intercultural Competence Rubric.  Comes with a lesson plan. 

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AAC&U Creativity Rubric

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

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Content Analysis Rubric for Journals & Blogs

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

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Behavioral Rubric for Intercultural Competence

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

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Defining & Practicing Socially Just Assessment (Henning & Lundquist)

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

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Bibliography: the Scholarly Roots & Shoots of the Socially Just Assessment Project

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

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Social Justice Assessment Project: 2019 SAAL Call-to-Action

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

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

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Evaluacion de estudiantes para Justicia Social: Propuesto de un modelo (2016)

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

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

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

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Futurelab Literature Review on Assessment & Social Justice (2009)

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

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

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Starter Set of Suggested Socially Just Assessment Instruments

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

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Gay Rights Movement Ventures Beyond...

As a result of this activity, participants will be able to: 1. Analyze passages for diversity and Intercultural Development Continuum stages. 2. Recognize and discuss Intercultural Development Continuum stages and views on gay rights. 

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Migration, an Empathy Exercise

As a result of this activity, participants will be able to: 1. "Raise new questions about the relationship between individuals, communities, and land. 2. Enhance understanding and empathy for peoples experiencing the loss of connection to home landscapes & new experiences in new landscapes. 3. Build skills for personal resilience in the face of future changes in personal connection to landscape. 4. Begin to consider the role of migration (and associated loss and/or imported preconceptions about landscapes) in past and present land use (e.g. in the American West)" (Ryan, 2012). 

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Culturally Responsive Evaluation as a Resource for Helpful-Help

This four-quadrant model is perhaps most helpful as teacher development or as a framework for institutional assessment: it is designed to help the individual or the organization interrogate how she/he/they are interfacing, as evaluators, with the diverse communities and contexts which they seek to assess, serve and educate. 

That said, at least one CILMAR expert can recall upper-secondary students at International Baccalaureate schools who would have been capable of the level of self-awareness and abstract conceptualization necessary to use this tool to analyze (for example) their service-learning practice.

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Ethnocultural Empathy Scale

30-question survey that measures just what it sounds like it measures.

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Culturally Responsive Classroom Climate Scale

This assessment measures: 1. The culturally-responsive classroom primarily in terms of instructor behavior on four factors: diverse language, diverse pedagogy, inclusion, and cultural inclusion. 2. The effect of instructor behavior on the test-taker. 

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Addressing Microaggressions

As a result of this activity, participants will be able to: 1. Learn what microaggressions are and be able to identify them. 2. Understand why microaggressions may be harmful or hurtful to others. 3. Understand the importance of rephrasing microaggressions in a way that is respectful.

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Openness to Diversity Assessment Tool

This assessment measures: 1. Diversity awareness about issues of value and appreciation, learning and knowledge, intercultural interaction, social justice, and discipline practice. 

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Social Justice: When Diversity isn't Enough

As a result of this activity, participants will be able to: 1. Define "self hate." 2. Consider how they interact with "diversity issues." 3. Discuss stereotyping, privilege, and social justice. 

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Critical Mass

As a result of this activity, participants will be able to: 1. Define the concept of "critical mass." 2. Analyze photos for critical mass, inclusion/exclusion, and stereotypes. 

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Whiteness Project Privilege Activity

As a result of this activity, participants will be able to: 1. Give an example of white privilege. 2. Identify colorblindness as a form of white privilege. 3. Express how talking about whiteness can help deconstruct white privilege.

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Two Week Project for a New You

As a result of this two-week reflection, participants will be able to: 1. Consider and articulate more personal details about themselves and their goals. 

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Subtle Prejudice Questionnaires

As a result of this activity, participants will be able to: 1. Develop awareness of how subtle beliefs and behaviors can affect social interactions in everyday life. 2. Reflect on situations where race, gender, sexuality, disability, weight, and age affect interactions.

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Self-Care 101

This lesson asks participants to consider how self-care advice may be inaccessible or non-inclusive to a variety of populations. During this activity, they will be tasked with creating their own self-care guides and accessing their level of accessibility and inclusivity.

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Scenery, Machinery, People

As a result of this activity, participants will be able to: 1. Understand and articulate how we place people into categories. 2. Understand how empathy impacts how we form relationships. 3. Explain how they put people into categories in their lives. 

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Privilege for Sale

As a result of this activity, participants will be able to: 1. "Realize what privileges they may not have and/or take for granted." 2. "Recognize that privilege is not only a legal construct but also social, religious, economical, and so on." 3. Understand "how their personal perspective, life situation, etc. influence the types of choices they make" (Bolger, n.d.).

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Man on Fire: A Texas Town and its Racist Roots

Trigger warning: This film is highly emotional and discusses an actual case of suicide, specifically self-immolation as sociopolitical protest. 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.

As a result of using this media resource, participants will be able to:

  1. Explore what small town racism looks like in contemporary America.
  2. Question the efficacy of Charles Moore’s death by protest in changing the situation.

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Keep it Real RX Diversity Board Game

As a result of using this media resource, participants will be able to: 1. Practice suspending judgement (Openness) and asking deeper questions (Curiosity). 2. Recognize emotional and intellectual dimensions of more than one worldview (Empathy). 3. Recognize new perspectives about own cultural rules (Cultural Self-Awareness). 4. Develop real connections based on deep relationships with other participants, ideally from backgrounds other than their own.  CILMAR thanks diversity educators Dr. Zenephia Evans, Ms. Renee Thomas and Ms. Annette Watters for introducing us to this one!

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Identity-Based Rejection Sensitivity

As a result of this activity, participants will be able to: 1. Describe the phenomenon of identity-based rejection sensitivity and its consequences. 2. Analyze potential solutions that avoid self-fulfilling prophecies of rejection based on a stigmatized identity.

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How Easy is My Daily Life? (Lego Privilege Activity)

Just what it sounds like. Thanks to Renee Thomas, of Purdue's Black Cultural Center, for teaching us how to teach this one! Renee, your leadership is inspirational!

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Flower's Point of View

20-minute imaginative exercise for putting yourself in the space of another being.

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Empathy for Those We Hate

30-minute activity. As a result of this activity, participants will: 1. Define empathy. 2. Consider how perspectives toward empathy have changed. 3. Examine the difference between empathy and tribalism. 4. Learn what the "dark side of empathy" means. 

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Disagree Better: Empathy Gym

One hour activity. As result of this activity, participants will be able to: 1. Describe the negative and positive aspects of empathy. 2. Develop empathy for those who are different from them. 

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Danger of a Single Story + Reflection Questions

As a result of using this media resource, participants will be able to: 1. Understand the ways in which narratives and stories can create stereotypes about people and places. 2. Analyze “single stories” participants may have about specific people or cultures. 3. Demonstrate how “single stories” influence bias and stereotypes in order to complicate and grow out of these viewpoints.

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Behavioral Rubric for Intercultural Competence

This rubric can be used as a formative assessment to set the tone for appropriate and effective behavior in any group of culturally disparate persons or culture-crossers. It can also be used by an observer or instructor to grade behavior(s) of an individual or a group. Triangulation of observed behavior with expressed self-assessment can, in the hands of a good debriefer or coach, lead to strong "a-ha" moments.

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Building a House for Diversity

45 minute activity. Suitable for all ages as it uses the metaphor of an elephant and a giraffe to discuss reactions to difference.

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Florida International U's Resources for Online Global Learning

Although global learning sometimes focuses on different outcomes than does intercultural learning (at least according to the AAC&U rubrics of the same name), this is still a brilliant collection of resources for pivoting to online learning of any kind.  Among the gems we noticed are the following:

  • Creative Ways to Establish Social Presence (in the online classroom)
  • Structuring Interdependence (collaboration and teamwork)
  • Rubric for a Group Project
  • 3 Ways to Help Students Link Content to the World Around Them

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Alternative Assessment Strategies for the "Pivot" to Online Learning

This resource from the American University of Cairo suggests some changes that may need to be made when shifting a course from in-person to online modes, and how  to make them!  In general, CILMAR agrees with AUC assessment experts:

Regarding assessment, remember that what is important is to assess that students have achieved your learning outcome(s). How you decide to gather evidence can change for any given course; even as the curriculum stays the same or roughly the same. 

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Responding to Covid-19: Resources for Virtual Exchange & DIY On-line Learning (COIL-CILMAR-ForumEA Webinar)

This collection of over 20 lesson modules and/or syllabi was curated by Dr. Kris Acheson-Clair, Director of Purdue's Center for Intercultural Learning, Mentorship, Assessment & Research (CILMAR). Each item in the collection is catalogued as to:

  1. Which of the six elements of the Purdue definition of intercultural competence it nurtures,
  2. Whether it is an appropriate intervention for learners at all stages of the Intercultural Development Continuum, and
  3. Which phase of Vande Berg's Four-Facet Developmental Framework of intercultural competence it addresses.

 

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Intercultural Competence MOOC

Developed by Dr. Charles (Chuck) Calahan, of Purdue's Center for Instructional Excellence, this self-paced MOOC introduces & helps students begin to develop the six skills of intercultural competence: self-awareness, knowledge of alternate worldview frameworks, curiosity, openness, empathy & communication . As with most MOOCs, it may be taken free of cost, or students may purchase "upgrades" such as a certificate of completion. 2020 start dates are:

  • April 13th
  • July 22nd
  • August 31st
  • November 9th

 

 

 

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Diversity & Inclusion Awareness MOOC

Developed by Dr. Charles (Chuck) Calahan, of Purdue's Center for Instructional Excellence, this self-paced MOOC introduces the phases of diversity dexterity, as well as concepts such as unconscious bias and ethno-relativism.  As with most MOOCs, it may be taken free of cost, or student may purchase "upgrades" such as a certificate of completion. 2020 start dates are:

  • March 16th
  • May 18th
  • July 20th
  • September 21st
  • November 23rd

 

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Cultural Intelligence MOOC

Developed by Dr. Charles (Chuck) Calahan, of Purdue's Center for Instructional Excellence, this self-paced MOOC introduces the concepts and skills of Cultural Intelligence, and guides them in understanding ways of improving their own "CQ."  As with most MOOCs, it may be taken free of cost, or student may purchase "upgrades" such as a certificate of completion. 2020 start dates are:

  • March 30th
  • June 15
  • August 15
  • November 16

 

 

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AFS Global Competence Certificate (GCC) or GCC-at-home

The AFS Global Competence Certificate and the GCC-at-home accomplish intercultural and inclusion-skills development through a series of engaging short animated videos, coupled with student discussion forums for deeper reflection, punctuated by guided group facilitation of learning at regular intervals.  Using the original GCC with short-term or semester-long study abroad has been shown to improve group intercultural competence by amounts ranging from one-half an intercultural development stage (8 points) to one full stage of development (15 points). Each is built to guide learners through Vande Berg's four phases of intercultural growth:

  • Developing Self-Awareness
  • Developing Other Awareness
  • Developing Emotional Resilience around difference
  • Building Bridging Skills

 

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