The Intercultura organization, a non-profit research institute based in Italy, has developed a rubric, logbook and teacher's observation guide, which taken together provide an authentic multi-methods way of making sense of student learning from study abroad.  Perhaps even more important, it was developed specifically for use in secondary school contexts.  The rubric itself was influenced deeply by the AAC&U rubric, retaining curiosity & self-awareness from that conceptualization of intercultural competence. Additional constructs it measures are: adaptability, conflict resolution, critical reflection, respect for diversity and knowledge of the local context and language. Everything in the toolkit was originally developed in Italian, but is now also available in English.

This unusual (and brilliant, in our opinion) survey was developed as a post-only instrument for use with returnees from semester or year-long study abroad.  It is based on Bennett's original six-stage developmental model of intercultural sensitivity & it's available in its entirety as an appendix to an open-source scholarly article. As such, it measures presence or absence of ethnocentricity according to a multi-stage model, much like the better-known IDI. Again, we define ethnocentricity as the lack of openness and intercultural empathy.

This free tool was created to investigate student development at a higher ed institution with a public affairs mission.  It measures community engagement, ethical leadership and cultural competency.  As such, it may be a particularly good fit for overseas and domestic service learning endeavors. It considers cultural competence as a single factor, but the questions which measure this construct probe communication, openness and willingness to engage with difference.

This assessment measures six factors of personality as defined by the HEXACO model: Honesty-Humility, Emotionality, Extraversion, Agreeability, Conscientiousness, Openness. It is available for free to educators and researchers and has been translated into 22 languages!

This proprietary assessment instrument measures: 1. Continuous learning disposition (self-awareness & explorativeness --similar to curiosity). 2. Interpersonal engagement (world orientation & relationship development --related to empathy). 3. Hardiness (positive regard & emotional resilience). Results can be sent to the learner automatically (e.g. without the need for a debrief by a qualified facilitator) and include an action plan feature.

Also worth considering is a sister instrument by the same instrument development team, the Inclusion Competencies Scale, which measures attentiveness to power, as well as self-awareness and intercultural empathy.

One of the most-widely used & cited intercultural competence assessment instruments, the IDI measure one's stage of ethnocentricity or ethno-relativism (lack of ethnocentrism). For purposes of this collection, we define ethnocentrism as the lack of openness and intercultural empathy. Though proprietary, the cost-per-individual is (as of December 2023) lower than a number of other proprietary instruments in the global/intercultural/inclusion domain, particularly for educators.

The GENE, which is available for free, can be said to measure lack of empathy and lack of openness towards persons of another ethnicity, culture or race; also known as ethnocentricity. 

The original 20-question, 4-factor cultural intelligence scale, created by a multinational and multi-ethnic research team, still has a lot to offer and is one of the very few ICL instruments out there which measures motivation.  It also measures communication behavior  and meta-cognition, which (according to some scholars) is a form of self-awareness. The 20-question version is free if one has access to an academic library and can download the referenced article.

in this collection, we have gathered notes on and links to eight validated surveys, curated here in the HubICL, that align to one or more of the aspects of intercultural competence as defined in the AAC&U Intercultural Knowledge and Competence rubric.  Of these eight instruments, five are free or offer a valid and reliable free version; while two offer an immediate free feedback report to the learner. 

This is a proprietary instrument developed from the supportive mindset of a clinical psychologist interested in transformational learning.  Among the 17 things it measures are Openness, Empathy and Self-Awareness. Because this instrument collects a great deal of demographic data, and because it offers site license pricing, Purdue has found it particularly useful for large scale and institutional level assessment (it also works just fine on small n programs).

This collection archives readings which address the more inclusive nature of qualitative research, the aptness of qualitative methods for institutional research and at least one focus group protocol (question set) for returning study abroad participants.

Developed by a team of award-winning Purdue graduate students (who have since all gone on to tenure-track positions around the world) this coding scheme helps make one make sense of writing about identity.  Examples are given.

This rubric helps one measure 1. Communication (clarity and depth). 2. Openness (breadth & fairness). 3. Self-Awareness (ability to describe one's own academic engagement & personal growth). 

This assessment measures reflections in journals or blogs using five categories of data: culture shock, communication challenge, cultural appreciation, cross-cultural comparison, and (self-reported) adaptive behavior.  If you find that your learners' reflections don't yield much evidence of empathy, self-awareness or openness; this is a good rubric to use for amassing evidence of intercultural learning. (It's also a possible indication that you need to change your reflection prompts.)

This link leads to all the Group B instruments mentioned on the worksheet for intentional intercultural learning, plus some extras to support more & better qualitative assessment and research.

This rubric helps you codify observed behaviors that align with the AAC&U definition of the aspects of intercultural competence, including those of communication, openness/respect, and empathy. In addition, it addresses tolerance of ambiguity and orientation towards knowledge. 

This automated online tool lets one compare the values systems of up to three different countries.

This inventory tool, which comes with a lesson plan and reflection plans, helps the individual think about their own cultural values and worldview frameworks. When done in tandem with a person from another culture or as part of a group of persons from varied backgrounds, it can be particularly rewarding and informative.

This instrument gives the learner a picture of their preferred way of verbally and non-verbally interacting across differences of opinion. It helps raise both self-awareness and other-awareness.

This instrument is designed to help an individual reflect on their positionality and privilege, and the ways in which moving away from their comfort zone, such as during study abroad, will impact them. In other words, it is tool for facilitating greater self-awareness.

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

This survey instrument, first published in 2003 by a multinational, multi-ethic team of researchers, measures four different aspects of empathy, including perspective-taking.

Expressed in first-person format, these statements state what the learner is able to do with a non-native language. For example: " I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions."  The resource offers examples of communication proficiency from beginner/novice to advanced levels.

The non-verbal aspects of communication are a very often overlooked aspect of how to connect across difference. This inventory is designed to help the learner recognize that there are multiple styles of listening --and to reflect on his/her/their own preferences. Listening style, like conflict style and other personality traits is unlikely to shift greatly during a short-term period, but understanding listening style as an important communication skill can boost intercultural and career effectiveness.

This tool comes in two versions: one which explores one's discomfort about communicating across cultural difference and one which explores discomfort when talking about race or ethnicity.

This collection gathers together links to and notes about the 17 formative instruments designated as aligning to the 6 aspects of the AAC&U intercultural competence rubric, on the worksheet for intentional intercultural planning (above).  A formative assessment tool is one that helps a learner identify a specific skill, attitude or behavior that they need to work on, in order to attain the level of mastery required.  For example, a practice round of kicking or throwing balls in the direction of the goal (or hoop), is an assessment that will often tell you that you need to practice your corner kick or your jumpshot before the playoffs!

This instrument measures willingness to listen to speakers who disagree with one's views and the ability to see lively exchange of differing views as a positive thing; e.g. openness. It is a fifteen question Likert-style instrument.

This 5-question instrument has been used in some of the largest-scale US studies to explore college students' openness to diversity and disagreement.

According the researcher, food attitudes and behaviors are closely related to the personality trait of openness, one of the "big five" personality traits which have been the object of much social science research and theorizing.  During study abroad, attitudes towards the local foods and food customs can be the source of great connected-ness as well as of significant disgruntlement.  Use of this formative tool can lead to great group reflections and greater self-awareness.

This short survey, created, validated and published by Kashdan et al in 2009, measures two dimensions of curiosity: appetite for novelty, and "absorption," e.g. the desire to want to "dig deeper" and learn more about a topic, person, activity, etc. Depending on which version you wish to use, it has either 7 questions or 10 questions.

Introduced in 2009 as part of an effort to create instruments for Valid Assessment of Learning in Undergraduate Education, this rubric was designed by a panel of intercultural competence experts from multiple US universities. It was adopted by the Purdue University Senate as a valid way of measuring intercultural competence (a core curriculum learning outcome) in 2014.

This worksheet asks the potential ICL program leader or curriculum designer to, by using the AAC&U intercultural knowledge and competence rubric, (a) identify one specific intercultural outcome which they intend to nurture in their learners & then leads that person towards a research-validated assessment tool which measures that type of learning. Originally designed as a worksheet for Purdue leaders of short-term study abroad programs (as part of their required program proposal process), where it has been required since 2015, it has been re-designed as of 2023 for adaptation by non-Purdue program leaders.

This short survey tool measures capacity for wonder, which is comprised of two sub-constructs: Emotional Re-awakening and Perspective Shifting.

"Wonderment" has been identified, in the research literature on education abroad (Engberg &Jourian, 2015), as one of the most frequent outcomes of short-term study abroad, particularly for individuals who have not yet been abroad. Ability to shift perspectives is often identified as an outcome that study abroad leaders desire to impart to their learners.  This instrument offers a valid and reliable way of measuring both of those things.

This article, published by Beatty and Manning-Ouellette in 2022, explores short-term study abroad as a leadership development opportunity.  Notable for its integration of leadership development theory with intercultural development theory, it includes the full focus group protocol (question set) used by the authors on the 6th page of the article. It also includes a good example of how to discuss the validity and reliability of this type of data, when publishing.

This form helps you center equity in all phases of the institutional assessment process.

This form helps you think through how to plan for success through all phases of an assessment project.

While conducting a focus group can appear very similar to sitting around and chatting about something, there are guidelines that make it more effective, valid and reliable as research.  The attached methods guide from the University of Reading (United Kingdom) is a good short introduction and suggests further readings. CILMAR's assessment expert is also very fond of the Focus Group Interviewing website  (and books!) of Drs. Richard A. Krueger & Mary Anne Casey, who have over 40 years of experience & with whom she considers herself extremely fortunate to have studied.

This focus group protocol (question set) was developed to probe the learning outcomes of engineering students who have completed junior year abroad programs; it asks open-ended questions about language skills, intercultural skills, engineering skills and professional skills. Questions can be found in the appendix of the article, between the conclusion and the references. The article exists behind a scholarly paywall, so log-in via a scholarly library account if possible.

Otherwise, a similar focus group protocol, somewhat less engineering-focused but open-source, may be found on the website of the University of Minnesota's Learning Abroad Center.

In addition to English and Italian versions of the Rubrica Valutativa della Competenzia Interculturale (see HubICL Tool #467), this toolkit contains a reflection logbook for students, guidelines for a student's capstone presentation about the intercultural learning experience, and a teacher checklist (rubric) for evaluating the presentation. All items available in either English or Italian.

Created by the Transcultural Pedagogical Research Group, a team of Purdue doctoral students who have all gone on to tenure-track glory, this coding system, which includes examples, stands as a shining way to make sense of qualitative data as revealed in students' efforts to become better writers while working together across cultural differences.

This comprehensive qualitative toolkit includes a focus group protocol for measuring student satisfaction with a virtual exchange program (also often known as Collaborative Online Intercultural Learning, or COIL) as well as probing their learning outcomes and behavioral change. It also includes a question protocol for understanding one's collaborative partner's perspective(s) and a checklist for observation by an outside observer of a learning activity. Most of these tools would be very easily adapted for use with non-virtual or blended intercultural exchange programs.

Some researchers feel that a rubric is not, strictly speaking a qualitative research method. Rather, using a rubric is framework analysis, which is a quantified way of rapidly making sense of lots of textual or qualitative data. Others call it "an inherently comparative form of thematic analysis which employs an organized structure of inductively- and deductively-derived themes (i.e., a framework) to conduct cross-sectional analysis" --in other words, a qualitative methodology. Knowing about framework analysis may become important when you are submitting your research article to a journal that tends to favor quantitative analysis methods. (Look it up in Google Scholar or Web of Science for the latest on this debate.)

In the meantime, the above link will lead you to a collection of the rubrics curated into the HubICL.

When one is unfamiliar with qualitative research or when one is trained primarily in quantitative methods, qualitative methodologies may seem fuzzy, obscure and/or biased. Because of a societal focus on numerical or mega-data, it can also often be hard to make the case to upper administration that gathering and analyzing qualitative data is important to institutional research.  Below are links to a few articles that may assist the qualitative neophyte or the institutional researcher wanting to highlight (for example) student voices.

How is validity and reliability realized in qualitative research? (U. of Miami School of Education)

Myths and misconceptions about using qualitative methods in assessment (Harper & Kuh, 2007)

The use of scoring rubrics: validity, reliability and educational consequences (Jonsson & Svingby, 2007)

Is qualitative research more inclusive?  (Santorini, APA Trends Report, 2023)

The Inclusion Competencies Inventory is a proprietary, online, research-validated survey instrument which measures Openness to Change, Adaptability, Connecting with Others, Reading Others, Valuing Different Perspectives and Power Sensitivity.

The Inclusion Competencies Inventory is a proprietary, online, research-validated survey instrument which measures Openness to Change, Adaptability, Connecting with Others, Reading Others, Valuing Different Perspectives and Power Sensitivity.

This handy down-loadable reference sheet lists all of the HubICL assessment tools alphabetically by type (survey, qualitative method, rubric, etc), as well as indicating whether the instrument in question is: (a) cost-free, proprietary, or behind a paywall, (b) suitable for learners under 18, and/or (c) available in languages other than English.

The Cross-Cultural Adaptability Inventory is one of oldest existing formative assessment tools for predicting ability to do well in another culture.  It is a 50 item self-scoring instrument which measures: emotional resilience, flexibility/openness, perceptual acuity, and personal autonomy.

This focus group protocol (question set) was developed to probe the learning outcomes of students who have completed junior year abroad programs; it asks open-ended questions about language skills, intercultural skills, engineering skills and professional skills. Questions can be found in the appendix of the article, between the conclusion and the references.

Created by the Stevens Institute, a non-profit entity that supports exchange between the US and Middle Eastern nations, this survey instrument measures: Knowledge of Other Country or Culture, Perspective-Taking & Empathy, Cross-cultural Communication & Collaboration, Self-Other Overlap & Feelings Thermometer, and Satisfaction with the Virtual Exchange Experience.

This comprehensive qualitative toolkit includes a focus group protocol for measuring student satisfaction with the virtual exchange program as well as probing learning outcomes and behavioral change. It also includes a question protocol for understanding one's collaborative partner's perspective(s) and a checklist for activity observation by an outside observer.

The Schutte Self-Report Emotional Intelligence Scale measures mood regulation, social skills and strategic use of emotions.  It has been used around the world, translated into multiple languages and is considered one of the best and most reliable of the open-source instruments which address Emotional Intelligence.

The Inclusion Competencies Inventory is a proprietary, online, research-validated survey instrument which measures: Openness to Change, Adaptability, Connecting with Others, Reading Others, Valuing Different Perspectives and Power Sensitivity.

This seven-question survey instrument measures the degree to which a participant is comfortable with being challenged by difference.  See also the Tolerance for Disagreement Scale: https://hubicl.org/toolbox/tools/914

Individuals who use this instrument may learn more about their openness, self-awareness, lack of ego, supportiveness and capacity for self-critique. This research-validated survey instrument has 15 questions.

This proprietary instrument measures individuals' work styles in order to compare with other cultures, colleagues, and team members, and offer professional development coaching. As a result of this assessment, participants will be able to:  Improve productivity when working with others who have different styles & develop strategies for improved collaboration. 

As a result of this reflection tool as a formative assessment, students will be able to: 1. "Reflect upon their own and their home cultural value." 2. "Name, define, and discuss value differences within and across cultures." 3. "Begin hypothesizing about the host culture’s values" (p. 63).

Individuals who use this assessment may learn how much they or their survey respondents: value instruction about implicit bias, are aware that they have bias, & recognize that being able to identify implicit bias is an important professional skill.

This instrument measures willingness to listen to speakers who disagree with one's views and the ability to see lively exchange of differing views as a positive thing. It is a fifteen question Likert-style instrument.

This research-validated tool measures willingness to listen to others even if they are "boring" or their views do not agree with one's own views. There are 24 questions.

Created by the Transcultural Pedagogical Research Group, a team of Purdue doctoral students who have all gone on to tenure-track glory, this coding system, which includes examples, stands as a shining way to make sense of qualitative data as revealed in students' efforts to become better writers.

Originally created and validated in 1997 by noted social psychologist James McCrosky, this instrument measures generalized ethnocentricity, e.g. the idea that your group or culture is better than all other groups or cultures.  There are several versions of this instrument, including one that is specific to US culture.

These two, free research validated instruments measure the degree to which the individual has apprehension about conversational interactions with a person from another ethnicity or another race. Each is about 14 questions long.

Created by Skillify, an online service created by social entrepreneurs at the University of Southern California, to help students transform into young professionals, the myGiide is a free cultural agility assessment, which features action planning for personal improvement. "Cultural Agility" is defined as encompassing the following: tolerance of ambiguity, cultural curiosity, perspective taking, cultural humility, emotional resilience and relationship building.

This instrument was developed to measure capacity for self-regulated learning (also called life-long learning) and reflection among medical students. It measures Insight, Need for Reflection, Intention for Reflection and Engagement in Reflection.

Citation:

This assessment measures: 1. Intellectual empathy, empathetic emotions and the communication between the two. 2. Empathetic feelings and expression; empathetic perspective-taking; acceptance of cultural differences; and empathetic awareness. CAUTION: Some practitioners feel that this instrument, as written centers "whiteness" and privilege, for that reason, it can be an excellent tool for some learners and a harmful tool for others*. We encourage you to read the questions carefully and to think about your learner audience before using this instrument.

Citation: Wang, Y. W., Davidson, M. M., Yakushko, O. F., Savoy, H. B., Tan, J. A., & Bleier, J. K. (2003). The scale of ethnocultural empathy: Development, validation, and reliability. Journal of counseling psychology, 50(2), 221.

*A similar tool which may be of interest if the SEE seems inappropriate for your learner group is the Generalized Ethnocentrism Scale (GENE), developed and validated by Neulip and McCroskey in 1997. [http://www.jamescmccroskey.com/publications/172.pdf]

Intercultural and inter-ethnic communication apprehension is defined as anxiety about communicating across either cultural or ethnic difference. Full question set for both instruments is included in this 1997 instrument.

Citation:

The ATIBI was designed to measure the attitudes of health professional and students to instruction about implicit bias. It measures: [1] the degree to which an individual values implicit bias instruction, [2] acceptance of implicit bias in oneself, [3] self-awareness & perceived self-efficacy, [4] recognition of the importance of implicit bias instruction, and [5] acceptance of the impact of implicit bias instruction on clinical care.

Citation:

This instrument is designed to measure openness, self-awareness, lack of ego, supportive-ness and capacity for self-critique. Questions can be found on page 61 of the attached article. Note that this instrumentwas designed for use in clinical psychology contexts; for the academic advising initiative, the team changed the word "client" to the word "student."  The Purdue study is only using the questions which measure openness.

Citation: Gonzalez, E., Sperandio, K. R., Mullen, P. R., & Tuazon, V. E. (2021). Development and initial testing of the Multidimensional Cultural Humility Scale. Measurement and Evaluation in Counseling and Development, 54(1), 56-70.

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.

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).

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).

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).

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.

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.

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).

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.

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.

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.

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.

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.

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.

Just what the title says.

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.

This assessment measures: 1. Emotions as possible barriers to effective language learning. 2. Emotional baggage that is brought to language learning situations. 

This cross-culturally validated, free, 14-question survey instrument "... was developed to measure individual differences in a stable sense of interdependence and connectedness with nature."  As such, it relates to capacity for mindfulness and emotional resilience.

This free, research-validated 10 question survey instrument measures the intensity of a person's social need to belong.

This 15-question, free & research-validated instrument measures feeling of social interaction anxiety, as opposed to patterns of behavior that might arise from social anxiety.

Many of the methods suggested for becoming more interculturally competent rely heavily on the idea that there must be direct person-to-person interaction (whether physical or virtual), in order for skills to improve.  This can be anxiety-causing for some individuals; thus using this instrument paired with a debrief may be helpful for more introverted learners. 

This assessment measures: 1. How participants feel about the pace & focus of a learning activity. 2. Other possibilities participants imagine that might feel more comfortable.

Each individual online assessment measures the participant's implicit attitudes, stereotypes, and biases related to a specific phenomenon or identity characteristic.  Test options include attitudes/biases as regards skin tone, disability/ability, mental health status, transgender status, sexuality, race, ethnicity, weight, age & religion.  There are 15 tests available.

This free assessment, created by a diverse global team of over 100 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.  As such, it is not so much a measure of learning as a measure of the climate for learning. As of this writing (in late 2021), the instrument is available in English, French, Spanish & Portuguese.

This assessment measures: 1. The extent to which the following elements of a course foster diversity and inclusion: purpose/goals, content, foundations/perspectives, learners, instructors, pedagogy, environment, assessment/evaluation, and adjustment.

Created by Dr. Chien-tsung Lu, of Purdue's School of Aviation and Transportation Technology, in response to an Intercultural Pedagogy challenge, this instrument assesses the learner's self-described stance on Hofstede's cultural value dimensions, such as Power Distance, Uncertainty Avoidance, etc. Instructions for how to facilitate learning from this formative tool are also provided.

Included as a link from an article published in Inside Higher Education, this 4 question open-text assessment,intended to be used anonymously can yield rich qualitative data about inclusivity in the classroom, from the students' perspectives.  The article itself is also thick with good self-education suggestions from the group Learned Scientists for Racial Justice.  We highly recommend both resources!

Created by one of the world's foremost social psychology theorists, Dr. Mark Leary, this validated 10 question open-source survey instrument measures the degree to which an individual adheres to a belief that ".. everything that exists is part of some fundamental entity,substance, or process." Sense of oneness is related to universalism (see also the Miville-Guzman Universality-Diversity Scale) , to many religious belief systems and, often, to openness to mystical and/or transformative experiences.

The AEM-Cube® is a three-dimensional development instrument that maps the talents and challenges of individuals, teams, and organizations. It is available in multiple languages and has been implemented by more than 2500 organizations worldwide for various purposes, including recruitment, career coaching, team building, leadership, and innovation programs. 

The AEM-Cube® examines three key dimensions of adaptation: Attachment, Exploration and Managing Complexity.

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.

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.