Thanks for all the suggestions for openness activities contributed by participants of the webinar. This was fruitful crowdsourcing! See the links above for:

-More than one story

-How does a behavior mean?

-Yes/No

-The Great Game of Power, aka Chair Power

-Two truths and a lie (see Annette's collection Icebreakers for more like this)

-Scenery, machinery, people

-Sandra Lo'pez-Rocha suggested: Start a dialogue by saying, “I’ve heard x as a stereotype about people in my group, but that doesn’t apply to all, because…” It is often more effective to bring a photo showing a stereotype and deconstruct it together.

-Tracey Laird also noted:

With first-years, I have had good experiences early on with collage-making as a means of introducing themselves to one another — seems to open up students who may otherwise be more reserved, and also makes clear the “situatedness” of identity for each individual…

We have a “maker’s space” on campus that includes magazines, paper, scissors, glue/tape, and so it’s very old-school.  They seem excited about the hands-on, and also eager to share.  (I had a student this past year who used Canva to create a digital collage due to accessibility issues, so she was able to participate as well…)

As requested by participants, here are some resources for agreements to create safe dialogue spaces.

In the link to Crossing Borders Education's site, scroll down through the slide deck list to Dialogue Agreements. This is a great resource for walking groups through constructing their won agreement.

The list from Intergroup Dialogues also contains some of my favorite agreement phrasings, such "Take space and make space"

If you would like to review any part of the webinar video, you can access it here.

For review purposes, you can access the slides from our webinar here.

This webinar series promotes backward design of learning experiences - starting with the end result of your desired outcomes and working backward from there. Find out more at this site from MIT's Teaching + Learning Lab.

A classic intercultural activity with new twists. Great for getting learners to see the cultural lenses through which they interpret new experiences. See the HubICL toolbox for more info.

Other similar tools with analysis of experience frameworks include:

• DAE hubicl.org/toolbox/tools/30/objectives 
• DIVE hubicl.org/toolbox/tools/498/objectives 
• I DIVE hubicl.org/toolbox/tools/688/objectives

This is an icebreaker that teaches - a great tool for getting people to open up and talk more deeply about who they are as cultural beings. See the HubICL toolbox for more details.

Other similar activities include:

• 25 Questions hubicl.org/toolbox/tools/1/objectives   
• Question Jar hubicl.org/toolbox/tools/360/objectives

CBE is a non-profit organization that works with youth around the world. In addition to high quality documentary film resources that promote intercultural dialogue, CBE has pioneered a mediated peer dialogue methodology that is scalable and effective.

I love that this dialogue game was created by an immigrant group with the goal of promoting openness, but it works well in other contexts as well. It's fun and easy to use, and can be done in person or online. It's appropriate for learners of all levels. Find out more in the HubICL toolbox.

This activity is a dialogue-based approach to nurturing openness. It focuses on disrupting cultural stereotypes by telling counter-narrative stories. I have found it works best with advanced learners. See the HubICL for more details.

This is one of several similar story-telling structures that foster openness, especially in diverse groups. Story Circles is promoted as an intercultural dialogue activity by UNESCO.

Although it does take work to set up and does not lend itself well to virtual environments, this is one of my favorite activities related to openness. I have used it many times with learners of all ages and in many contexts, and it has always been eye opening for them to see how many different valid ways there are to categorize or organize information (beyond their first instinctive effort). See the HubICL toolbox for more details.

This experiential activity that builds openness is versatile in that it can be adapted to a range of contexts and is appropriate for use with learners across the spectrum of orientations toward difference. See the HubICL toolbox for details.

One of the experiential activities I recommend that supports development of openness is this online YouTube Ethnography assignment. See the HubICL for details.

Tolerance for Ambiguity Scale is a short open access instrument that can be used in a cloud software platform to provide automated feedback to learners as a formative assessment. See the HubICL toolbox for details, and contact cilmar@purdue.edu if you would like a demo of how we have the survey set up in Qualtrics.

The Miville-Guzman Universality Diversity Short Scale is sometimes used to measure intercultural openness. You can learn more about it here in the HubICL toolbox.

The Intercultural Attitudes, Skills, and Knowledge Short Scale Plus is a quantitative instrument aligned with the AAC&U VALUE Rubric for Intercultural Knowledge and Competence. Check it out in the HubICL Toolbox.

You can see Dr. Horane Diatta-Holgate explain how to use the ASKSS and other short scales aligned with the AAC&U VALUE rubrics by clicking on the link to the Research Repository. The slides for that video are attached here as well.

You can download the VALUE rubrics free from the AAC&U site.

This series of seven 90-minute webinars offers professional development in the facilitation and assessment of one facet from the AAC&U Global Learning (GL) VALUE Rubric and/or the Intercultural Knowledge and Competence (ICKC) VALUE Rubric during each webinar. The series begins in early August 2024 and ends in mid-June 2025.

See the CILMAR website for additional information about other sessions in the series.