• How Diverse Is Your Universe? 
  In this activity, participants reflect on the identities of people they encounter regularly and are encouraged to exercise awareness around the depth of interaction they have with people who have identities that differ from theirs. 
• Auditing Your Personal Networks 
  In this activity, participants examine their personal and social networks, reflect on the relationships in their lives, gaps in these relationships, and their diversity, brainstorm ways to fill in their relationship gaps and improve their diversity, and analyze their own self-awareness of relationships and diversity.
• Living in a Bubble 
  This activity challenges participants to begin developing deeper relationships with those who are different from them by reflecting on their own personal bubbles and how they might further develop relationships across difference.
• Sense of Belonging 
  In this activity, participants discuss with one another topics that carry different meanings and significance across cultures (e.g., "nature," "community," "learning," etc.), to engage and get to know new people in a new way.
• Speed Friending
  In this activity, participants rotate partners as they ask one another questions, recognizing similarities and differences between themselves and peers, develop group rapport, and grow their cultural curiosity.

This list provides assessments measuring belongingness, connectedness, and/or well-being in individuals. 

• Inventory of Thriving 
  Inventory included on the final pages (Su et al.)
• Friendship Network Grid
  Grid included on the final pages (Hendrickson et al.)
• Imperial College London Resource Tools for Assessing Sense of Belonging
• iLEAD Pre-Loneliness/Belongingness Survey
  Based on:
  • Research Publication (Wu & Yao)
  • Research Publication (Anderson-Butcher & Conroy)
• Need to Belong Scale (downloadable version)
  • Construct Validity of the Need to Belong Scale: Mapping the Nomological Network
  • Need to Belong Scale Online Assessment
• Sense of Belongingness Scale
  Scale items included on p. 198 (Anderson-Butcher & Conroy)
• General Belongingness Scale 
  Scale items included on p. 314 (Malone et al.)
• Short-Form UCLA Loneliness Scale 
  Scale items included on p. 1767 (Wu & Yao)
• The Social Connectedness and the Social Assurance Scales 
  Scale items included on p. 236 (Lee & Robbins)

This link includes yearly plans and reports from the Center for Intercultural Learning, Mentorship, Assessment, and Research to demonstrate organizational strategies and metrics for reaching broader goals. 

"Only a few studies that have examined the effects of participation on an individual's goal acceptance and performance have been conducted within a cross-cultural context. In the present study, we tested for the contingency between the effectiveness of goal-setting strategies and cultural values" (Erez & Earley, 1987). 

Erez, M., & Earley, P. C. (1987). Comparative analysis of goal-setting strategies across cultures. Journal of Applied Psychology, 72(4), 658–665. https://doi.org/10.1037/0021-9010.72.4.658

This LinkedIn article provides 6 considerations when adapting goal-setting strategies and processes cross-culturally.

This article presents research on goals and learning outcomes across nine cultural groups, addressing a gap in goal theory, which has been historically Western-centric.

This book chapter gives an in-depth look at motivation and goal-setting in cross-cultural work contexts.

This study demonstrates validity of "an instrument that measures the extent to which workers must deal with such “motivational job demands”; the Motivational Demands at Work Scale (Mind@Work)" (Taris & Hu).

Taris, T. W. and Hu, Q. (2020)/ Going your own way: A cross-cultural validation of the motivational demands at work scale (Mind@Work). Frontiers in Psychology, (11)(1223), 11:1223. https://doi.org/10.3389/fpsyg.2020.01223

This study presents research on goal-setting and task performance in a cross-cultural workplace in Nigeria of Yoruba, Igbo, and Hausa/Fulani participants.

In this activity, participants use the SWOT analysis method to critically analyze and revise intercultural and linguistic goals set at the beginning of the semester abroad experience, 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.

This activity is designed for students who are studying abroad.

In this activity, participants contemplate and explain their culture-learning goals for their time during their semester abroad, develop logical and consistent plans to attain goals, and identify multiple approaches for attaining goals.

This activity is designed for students who are studying abroad.

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

In this activity, participants experience and articulate emotions related to expectations and failure or success in goal-setting, compare the simulation scenarios to everyday communication with regard to goal-setting, and develop and implement successful goal-setting strategies, both in terms of communication and the goals themselves. 

In this activity, participants "develop and carry out an individualized learning plan," learn to "be more responsible, independent and directed in [their] learning," and "generate a statement on what it means to be a global citizen and to engage in a self-reflective process toward becoming a global citizen" by developing their own learning contract with their instructor (Ogden, 2009).

Ogden, A. (2009). Global learning contract. UK Education Abroad Faculty Toolkit. https://www.uky.edu/toolkit/node/5

This learning and dialogue method was developed by Darla Deardorff to provide spaces for learners to grow in their intercultural competence skills. In this activity, participants practice listening for understanding, demonstrate respect, curiosity and empathy for others, and develop relationships with culturally different others.

This article, from Sadiya Ansari at The Guardian, explores methods for open conversation and listening to understand based on research and findings on what tends put up and pull down walls in dialogue.

This video is informative for those who are working to incorporate aspects of invitational rhetoric into their interactions. Sharon Kristjanson offers 3 phrases to consider when engaging in conversation, "Ask yourself, 'How am I interpreting this?,' 'What do I not know?,' and say to the other person, 'Tell me more'" to engage in "discovery instead of debate...and transform any interaction into a creative possibility" (Kristjanson, 2021). 

Kristjanson, S. [TEDx Talks]. (2021, May 17). How unexamined judgments skew our understanding of the world \ Sharon Kristjanson \ TEDXWILMETTE. [Video]. YouTube. https://www.youtube.com/watch?v=b2pDFlCL7wM

This organization's mission is to "“bring Americans together to bridge the partisan divide and strengthen [our] democratic republic.” They offer spaces for debate and workshops to learn skills for constructive conversations, finding common ground, and more. This could be used by practitioners as a case study to analyze and apply an invitational rhetorical lens. 

In this activity, participants identify elements of civil discourse, reflect on the meaning and importance of civil discourse, reflect critically on their own ability to conduct civil discourse, and imagine future scenarios engaging in civil discourse. This activity employs several aspects of invitational rhetoric including active listening and civility and could be used by practitioners to explore invitational rhetoric further with learners. 

A mother and son record a conversation discussing their differing views in this USA Today article. Practitioners might consider using this as a case study upon which to apply the lens of invitational rhetoric and encourage learners to analyze the conversation from the viewpoint of invitational rhetoric. 

In this video, Celeste Headlee lists 10 helpful ideas for entering into meaningful and productive conversations. 

This article by Bone et al. explores common critiques of invitational rhetoric while presenting a case for its effectiveness in challenging situations. 

This article introduces the Aids Memorial Quilt, a memorial for individuals who died of AIDS. The quilt was meant to represent and honor these individuals, communicating their stories and making room for the stories of many existing all together in one space rather than competing for space or debating with one another. 

In this activity, participants will articulate and critique current and alternative rhetorical approaches, reframe traditional rhetorical practices that end in win and loss and develop ways of conceptualizing and honoring opposing viewpoints that exist in the same space, and consider new and inviting ways of engaging with those who hold different opinions and perspectives.

In this activity, participants will discuss differing perspectives with the goal of mutual understanding rather than persuasion.

This scholarly article is the original proposal of invitational rhetoric by Sonja Foss and Cindy Griffin.

This resource provides possible debate topics to practice using invitational rhetoric rather than debate.

This YouTube video from Kris Knutson is a 12-minute introduction to Invitational Rhetoric. 

• The trouble with ‘microaggressions’, an article
• We Need to Retire the Term “Microaggressions," an article
• The Problem with Research on Microaggressions, an article
• Unmasking Racial Microaggressions, an article

• Language Matters: Considering Microaggressions in Science, a publication
• Racial Microaggressions in Everyday Life, a publication
• “Treat Them Like Human Beings”: Black Children’s Experiences with Racial Microaggressions in Early Childhood Education During COVID-19, an publication

• Questions Across Cultures, an activity
• Addressing Microaggressions, an activity
• Counter-Storytelling, an activity
• Identity-Based Rejection Sensitivity, an activity
• Five D's of Bystander Intervention Training, a resource and discussion guide

• HubICL Professional Development Zone Courses: A self-guided learning module on Recognizing and Addressing Microaggression, a free online course
• Myth of whiteness #2: Silent = Neutral, an article
• Understanding Microaggressions: What They are and How They Affect the Workplace, an article
• When and How to Respond to Microaggressions, an article
• Dear Educators, a Balm for Deep Cuts: Navigating Racial Microaggressions at School, an article
• Nine Out of Ten Teachers Want Anti-Racism Training, says New Research from Centre for Mental Health and Not So Micro Campaign, an article
• How bystanders can shut down microaggressions, an article
• Anti-Racism Action Guide: Recognizing and Responding to Microaggressions, a guide
• Portable Intercultural Module (PIM): Tricky Communication: Intent vs. Impact, an online embeddable learning modul

• Global Science Partnerships Learning Community: The First Six Years
• Interaction of empathy and culture: a review

In Sherlock Holmes, participants are given objects and asked to be detectives by making conclusions about the individual to whom the items belong. In this activity, participants seek to understand the importance of the constant self-reflection needed to be interculturally competent, explore how each of us sees the world around us and how we make meanings, and appreciate that we have multiple cultural identities and that combinations of identities work together in different contexts" (Rao, 2012, p. 179). 

Rao, N. (2012). Sherlock Holmes. In K. Berardo & D. K. Deardorff (Eds.), In Building cultural competence: Innovative activities and models (pp. 179-182). Stylus Publishing.

In this activity, participants discuss how culture affects who gets commemorated and how that commemoration occurs, identify global sources of knowledge, and seek to understand multiple worldviews related to social justice issues in education.

In this activity, participants learn to recognize points of correspondence between monuments and the controversies that they generate, recognize disparities between monumental structures, and develop an appreciation for difference, without reducing materials to a hierarchical ranking of better and worse. 

In this activity, participants learn to articulate how cultural values, beliefs, and assumptions inform educational systems, develop self-awareness of their own cultural values, beliefs, and assumptions, and "appreciate rather than judge cultural differences and create more inclusive learning spaces" (Harvey, 2018).

Harvey, T. (2018, February 26). Examining the syllabus as cultural artifact. True North Intercultural. https://www.truenorthintercultural.com/blog/examining-the-syllabus-as-cultural-artifact

This is the virtual version of Cultural Artifact (Show and Tell) in which participants analyze and discuss culture based on objects of cultural significance. 

In this activity, participants analyze and discuss culture based on objects of cultural significance. 

This podcast episode is from Malcolm Gladwell's Revisionist History. 

"Birmingham, 1963. The image of a police dog viciously attacking a young black protester shocks the nation. The picture, taken in the midst of one of Martin Luther King Jr.’s most famous marches, might be the most iconic photograph of the civil rights movement. But few have ever bothered to ask the people in the famous photograph what they think happened that day. It’s more complicated than it looks" (Gladwell, 2017).

Gladwell, M. (Executive Producer and Host). (2017, July 6). The foot soldier of Birmingham. In Revisionist history. Pushkin. https://www.pushkin.fm/podcasts/revisionist-history/the-foot-soldier-of-birmingham

Portable Intercultural Modules (PIM) are small learning units focused on a single element of intercultural competence (one construct from the American Association of Colleges & Universities VALUE rubric for Intercultural Knowledge and Competence). PIM are turnkey solutions that address the needs of instructors who don't see themselves as experts in intercultural learning. They are meant to be embedded within disciplinary course content, and multiple PIM can be integrated systematically throughout a program of study to support students' development of intercultural competence over a longer period of time.

This self-guided online course presents a helpful orientation to instructors utilizing one or more of the three PIM that focus on interactions across cultural difference where the potential gap between intent and impact makes it difficult to navigate relational dynamics successfully. The course provides a general introduction to PIM, explores the theoretical constructs taught in the Tricky Communication PIM, exemplifies a range of implementation options from more basic to more engaged, and offers suggestions for facilitation. Questions about PIM can be directed to CILMAR at cilmar@purdue.edu.

This document outlines some helpful technical information for instructors who are embedding one or more Portable Intercultural Modules into their course or program.

"When someone asks you where you're from … do you sometimes not know how to answer? Writer Taiye Selasi speaks on behalf of 'multi-local' people, who feel at home in the town where they grew up, the city they live now and maybe another place or two. 'How can I come from a country?' she asks. 'How can a human being come from a concept?'"

Selasi, T. [TED]. Taiye Selasi: Don't ask where I'm from, ask where I'm a local | TED [Video]. YouTube. https://www.youtube.com/watch?v=LYCKzpXEW6E

This article, from Megan Norton, intercultural communication specialist and trainer, explores the complex concept of home. 

This article, from Megan Norton, intercultural communication specialist and trainer, explores the reentry process for Third Culture Kids and concept of home.

This paper, written by Megan Norton, intercultural communication specialist and trainer, describes the stories of transnational migrants and how they construct and negotiate the idea of home.

Sundae Bean is an intercultural strategist, transformation facilitator, and solution-oriented coach, who invites guests on her podcast to talk about living across cultures, transformation, and purpose. Several of her podcast episodes link to the theme of "home," including, but not limited to the below:

• Just Visiting?
• Expat Untold: Parachute Kids
• Transition Essentials with Natasha Nkonjera

In this activity, participants analyze how families negotiate and bridge cultural differences and reflect on cultural dynamics/conflicts within their own families. 

In this activity, participants define the concept of "tribal identity," reflect on a time spent at home with their "tribe," and identify and assess the roles/behaviors/traits of this "tribe." 

In this activity, participants reflect on an important "home" place/memory, analyze what they consider a "home," and learn about other cultures' versions of home. 

In this activity, participants identify and reflect on what they feel are their “true selves,” in addition to any “other selves” in which they do not feel like themselves.

• HubICL Professional Development Zone Courses: A self-guided learning module on Intercultural Empathy, a free online course
• A self-guided learning module on Intercultural Empathy Playlist in YouTube, a YouTube video playlist

• Archie Bunker's Neighborhood, an activity
• Considering History: “You Got to Go There to Know There” — Creating Empathy for Our Hardest Histories, an article

• Empathy and Tourism: Limits and Possibilities, an article
• We All Come From Somewhere – Part 1, an article
• Barbie Savior: A Lesson in Intercultural Empathy, an activity
• Crossing Borders, a documentary

In this activity, participants "experience leader and follower patterns, demonstrate relational and task-oriented perspectives, and discuss personal and cultural influences on behavior" (Stringer & Cassiday, 2003, p. 7).

Stringer, D. M., & Cassiday, P. A. (2003). Let’s draw a house. In 52 Activities for exploring values differences (pp. 7-8). Intercultural Press.

In this activity, participants will compare and contrast features of houses around the world, articulate how and why cultures organize spaces, such as homes, differently, and consider when and how to adapt to different spaces.

• Interpersonal Reactivity Index, an assessment
• The Scale of Ethno-Cultural Empathy (SEE), an assessment
• Toronto Empathy Questionnaire, an assessment
• Behavioral Rubric for Intercultural Competence, an assessment

• The Limits of Empathy, an activity
• Empathy and Fiction, an activity
• Tribalism and Empathy, an activity
• Empathy for Those We Hate, an activity

• The Parable, an activity
• Disagree Better: Empathy Gym, an activity
• Guess the Emotion, an activity
• A Flower’s Point of View, an activity
• Connecting Empathetically, an activity
• Migration: An Empathy Exercise, an activity
• Mindful Me, an activity
• Whispers, an activity
• Not Fair!, an activity
• The Story of Me, Us, and Now, an activity
• Poker Face, an activity
• If I Woke Up Tomorrow, an activity
• Understanding Empathy through Jojo Rabbit, an activity
• Ritual, an activity
• An Alien Among Us, an activity

• Empathy not Sympathy, an activity
• Empathy Bingo Exercise, an activity

This article from David Livermore details perceptions of rudeness across cultures.

This article details rules around eating with your hands in various regions of the world. 

By clicking on each individual country, visitors on this site can navigate to etiquette practices from that particular country. This resource was developed as a collaborative project between SBS, International Education Services (IES), and Multicultural NSW. As a reminder to all users who visit this site, "cultural descriptions cannot be universally applied to all individuals within a particular culture, descriptions of dominant cultures are not representative of all individuals’ experiences." Read more here: https://culturalatlas.sbs.com.au/about. 

This article, written by Frances Akinde, provides an example of Nigerian etiquette and its cultural nuances and implications.

This book introduces 8 dimensions of culture and the ways in which they influence cross-cultural business encounters, including how etiquette differs cross-culturally.  

This activity challenges participants to reflect on how they react to particular behaviors, enabling them to step back and suspend their interpretation and judgment of others’ behaviors until after they have developed an understanding of the cultural origins of those behaviors. 

In this activity, participants examine their "inner rules," how their "inner rules" came to be, how their "inner rules" impact their assessment of others, and how these assessments impact cross-cultural communication.

Stringer, D. M., & Cassiday, P. A. (2009). My inner rules. In 52 Activities for improving cross-cultural communication (pp. 147-150). Intercultural Press. 

In this activity, participants explore their definitions of terms such as respect, prejudice, and discrimination, by communicating with one another and co-constructing and negotiating definitions and meanings to understand and "appreciate the importance of language in discussing multicultural issues, and how the process of discussing the definitions adds to the understanding of the terms."

University of Houston Center for Diversity and Inclusion (n.d.). Getting started--Respect activity. In Diversity activities resource guide (pp. 23-25). https://solarev.org/migration/wp-content/uploads/sites/6/2015/12/Diversity-Activities-Resource-Guide.pdf

In this activity, participants explore how focusing on their view of the “perfect” gift might be tinted by their own wishes and biases (self-awareness), and by exercising curiosity, they may gain insight that could be used to build empathy with their activity partner to design a more meaningful gift adapted for them.

This activity is a great icebreaker, allowing participants to shift partners every so often and exchange air greetings and conversation. 

In this activity, participants greet one another by pairing up, finding new partners, and returning to previous partners in order to "build connections with a few partners" (Stanchfield, 2018). 

Stanchfield, J. (2018, Dec. 4). Re-purposing icebreakers for reflection and review. Experiential tools. https://blog.experientialtools.com/2018/12/04/re-purposing-icebreakers-for-reflection-and-review/?mc_cid=d11ea5d7e0&mc_eid=d3a06fccb0

This activity demonstrates to participants how different cultures express values through titles of address. Participants describe the honorifics used in their own and different cultures and discuss the traits and values those honorifics highlight. 

"Participants in this jolt pretend they are attending a party and must follow the instructions on a secret Etiquette Card provided by the facilitator. Some of the behaviors the participants are instructed to do are unusual, contradictory, and confusing. A debriefing discussion that follows the “party” focuses on dealing with differences in cultural norms" (Thiagarajan & van den Berg, 2017).

Thiagarajan, S., & van den Berg, S. (2017). Mingle. In Jolts! Brief activities to explore diversity and inclusion (pp. 72-75). Bloomington, IN: Workshops by Thiagi. 

In this activity, participants explore which behaviors are areas of annoyance or frustration for them and discuss in groups their reasoning as well as what each behavior conveys to them.

In this activity, participants explore "rudeness" as a concept by assessing a list of behaviors and reflecting on their assessments with one another.

This assignment focuses on techniques for discovering and acquiring pragmatics, which goes above and beyond learning the vocabulary and grammar of a language to how people use language and nonverbal signals to communicate. Participants will both observe and collect data through "token elicitation."

For this activity, participants will read a summary Philipsen’s 2010 article "Some Thoughts on How to Approach Finding One's Feet in Unfamiliar Cultural Terrain" and discuss their own experiences in “finding their feet” in unfamiliar cultural contexts. Finally, participants will explore ways in which they can apply the principles of “finding their feet” and offer their own suggestions about how to gain a better understanding of communication in specific contexts.

This activity presents the concepts of etic (outsider/objective) and emic (insider/subjective) understandings of culture, offers motivation for developing emic perspectives by discussing the value of this viewpoint, introduces strategies for learning to see a culture from the insider viewpoint, and uses concrete (published) case study examples as fodder for practice and discussion.

"This [Thiagi] jolt deals with the concept of exclusion (and inclusion) in groups. A few participants are sent outside the room while teams of other participants are taught a secret ritual. These teams hold discussions while the outsiders (labeled as anthropologists) attempt to join the conversations" (Thiagarajan & van den Berg, p. 101, 2017). 

Thiagarajan, S., & van den Berg, S. (2017). Ritual. In Jolts! Brief activities to explore diversity and inclusion (pp. 100-102). Bloomington, IN: Workshops by Thiagi. 

This activity challenges participants to be open to unfamiliar experiences and reflect on how they might react to cultural difference. They will participate in a scene acted out by a simulated culture, the Albatrossians, and then discuss their feelings and reactions after the performance. The activity was originally published in Beyond Experience by Theodore Gochenour, but it can also be found online. 

This article presents evidence for the importance of community engaged research toward protecting and respecting host communities as well as fostering transparency and increasing likelihood of the community supporting the research being done.

This article reveals important findings based on interviews with Canadian university-based geographers and social scientists who utilize Community-Based Participatory Research (CBPR) to understand the link between researchers' beliefs about CBPR and how they carry out research. 

"The Indigenous Peoplesí Health Research Centre, a joint initiative of the University of Saskatchewan, the University of Regina and the First Nations University of Canada, has the pleasure to share its report, The Ethics of Research Involving Aboriginal Peoples. The report overviews key issues in the literature since the mid-90s. It has emerged from a collaborative partnership between the IPHRC and the Interagency Advisory Panel on Research Ethics (PRE), with support from a grant from the Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and the Social Sciences and Humanities Research Council of Canada (the Agencies)" (Ermine et al., p. 2, 2004). 

Ermine, W., Sinclair, R., & Jeffery, B. (2004). The ethics of research involving Indigenous peoples. Saskatoon, SK: Indigenous Peoples' Health Research Centre.

"Understanding the unique challenges facing vulnerable communities necessitates a scholarly approach that is profoundly embedded in the ethnographic tradition. Undertaking ethnographies of communities and populations facing huge degrees of inequality and abject poverty asks of the researcher to be able to think hard about issues of positionality (what are our multiple subjectivities as insider/outsider, knowledge holder/learner, and so on when interacting with vulnerable subjects, and how does this influence the research?), issues of engagement versus exploitation (how can we meaningfully incentivize participation in our studies without being coercive/extractive, and can we expect vulnerable subjects to become deeply in research design/data collection, and so on when they are so overburdened already?), and representation (what are the ethics of representing violence, racism, and sexism as expressed by vulnerable respondents? What about the pictures we take and the stories we tell?). Through the discussion of our research on the behavioral patterns, socialization strategies, and garbage processing methods of informal waste pickers in Argentina and Mexico, we ask ourselves, and through this exercise, seek to shed light on the broader questions of how can we engage in ethnographies of vulnerable communities while maintaining a sense of objectivity and protecting our informants? Rather than attempting to provide a definite answer, we provide a starting point for scholars of resource governance interested in using ethnographic methods for their research...and engage in a self-reflective discussion of what can be learned from our struggle to provide meaningful, engaged scholarship while retaining and ensuring respect and care for the communities we study" (Pacheco-Vega & Parizeau, p. 1, 2018). 

Pacheco-Vega, R., & Parizeau, K. (2018). Doubly engaged ethnography: Opportunities and challenges when working with vulnerable communities. International Journal of Qualitative Methods, 17(1), 1609406918790653.

This activity provides links and an overview of activities that can be used in conjunction with the satirical anthropology paper, “Body Ritual Among the Nacirema.” The paper was written by Horce Miner in 1956, and it is meant to call attention to how anthropologists often “other” different cultures through their ethnographic research. Nacirema is American backwards, and the piece is written about Americans in the 1950s. However, Miner writes the piece in a way that is meant to distance readers (who are most likely American) from their own culture in order to view it as an observer.

This activity challenges participants to recognize the importance of understanding cultural behaviors from an insider’s perspective. They will read the essay “Deep Play: Notes on a Balinese Cockfight” and then discuss it in terms of the methods Geertz used to write the essay, how it portrays the Balinese society, and the differences between insider and outsider interpretations in anthropological writing. 

In this activity, participants practice observation in a new situation and discuss cultural values based on behavioral observation, gaining a variety of perspectives on what is considered "normal" cross-culturally.

This activity challenges participants to practice ethnographic research skills in order to discover relationships between cultural behaviors and values and the physical spaces that people occupy in their daily routines. In this activity, participants visit a grocery store and note things like the products available, how the store is arranged, how people are behaving, etc. Then, they attempt to interpret their findings using a cultural lens. Note: Janet Bennett recommends this for students in the Denial stage on the intercultural development continuum (IDC).

This creativity-training activity was designed for a Spring Break study abroad program at Purdue University titled Amsterdam: Creative Thinking & Innovation in Collaborative Leadership. Specifically, it was designed to help travelling students use their airport "down time" productively. It is adapted from the well-known activity Martian Anthropology, which was created by Donald Batchelder. For this activity, participants are placed on teams and asked to observe what is happening in an airport through the lens of a “Martian”—meaning that they will not understand the purpose of the airport, just that it is an important location where many humans gather. They will use ethnographic field research techniques to investigate a hypothesis and answer questions provided to them. Then, during the next meeting time, they will prepare a three-minute report that synthesizes their research and either supports or negates that hypothesis. Note: This activity could be adapted to take place in a variety of settings, such as a student union, an office building, a restaurant, etc.

This activity challenges participants to learn and practice ethnographic interviewing skills. In small groups, they will practice interviewing each other using ethnographic techniques and then set up an interview with someone from their host country.

This activity challenges participants to explore culture through ethnographic fieldwork and video storytelling. Following extensive preparation and research, they will create a video that presents one aspect of a particular culture.

"Green Card Voices is a Minneapolis based, nationally growing non profit that connects immigrants and their communities through multimedia storytelling."

Crossing Borders Education's "documentary trilogy brings diversity in our world directly to your doorstep. The films are designed to initiate, prepare and support intergroup dialogues, practice communication skills and deepen intercultural understanding."

This activity challenges participants to better comprehend the concept of empathy by embracing their own story, sharing it, and processing it with someone different than them. To effectively empathize with someone, it helps to first form a personal connection. In this activity, participants will pair up with someone who is culturally different from them. Then, they will share their personal experiences with each other and determine how their stories intersect.

Counter-storytelling, a method often used in critical race theory, highlights the stories of individuals who are marginalized within society. It aims to push back against dominant narratives that often privilege certain voices over others. This activity introduces the concept of counter-storytelling through the points of view of Asian/ Asian American individuals who have experienced racialized microaggressions. Participants will first read excerpts from Yeo et al. (2019) and watch three videos that depict Asian/Asian American perspectives on the microaggressions they endure because of their race. Then, they will discuss these videos as examples of counter-stories and identify what they can learn from these perspectives.

"One means of addressing indigenous peoples' desire for self-determination in educational research is to develop collaborative storytelling as a research approach. Such an approach, when conducted within indigenous ways of knowing, facilitates ongoing collaborative analysis and construction of meaning about participants' lived experiences" (Bishop, p. 1, 1999).

Bishop, R. (1999). Collaborative storytelling: Meeting Indigenous Peoples' desires for self-determination in research. https://eric.ed.gov/?id=ED467396

This book by Darla K. Deardorff introduces the use of Story Circles to develop intercultural competence.