• Cultural Humility Versus Cultural Competence: A Critical Distinction in Defining Physician Training Outcomes in Multicultural Education (Tervalon & Murray-García, 1998)
  This article details the semantics and implications of utilizing the concept of cultural competence vs. cultural humility in multicultural education, specifically within the healthcare profession. The article details how the word "competence" denotes an arrival at an outcome, whereas cultural humility denotes lifelong learning and process-centered growth. 
• Clarifying Concepts: Cultural Humility or Competency (Isaacson, 2014)
  This article details a research study on cultural humility and perceptions of cultural competence in nursing students before and after a cultural immersion experience on an Indian reservation. The study explores cultural humility as an alternative to cultural competence and the importance of introducing students cultural humility not only in graduate education, but in the undergraduate levels as well to foster cultural responsiveness in healthcare professionals as they care for patients in multicultural settings. 
• Rethinking Cultural Competence: Shifting to Cultural Humility (Lekas et al., 2020)
  This article provides cautionary advice regarding cultural competence training and introduces an alternative: cultural humility training in healthcare.
• Client perceptions of therapists’ multicultural orientation: Cultural (missed) opportunities and cultural humility (Owen et al., 2016)
  This article details a study where clients were surveyed regarding the degree of cultural humility they experienced in their therapists. 
• Cultivating Cultural Humility in Education (Haynes-Mendez & Engelsmeier, 2020)
  This article details a history of the term "cultural humility," and applies it to a k-12 educational context.

• Multi-dimensional Cultural Humility Scale (10 minutes)
  This instrument explores openness, self-awareness, lack of ego, supportiveness, and capacity for self-critique.
• Willingness to Listen Measure (10 minutes)
  This instrument explores perceptions and willingness around listening.

• Questions Across Cultures (2 hours)
  This activity challenges participants to consider the motive and meanings behind the questions they ask others and develop strategies for asking questions that are effective, appropriate, and satisfactory (as per Stella Ting-Toomey's work).
• Mind the Gap (1 hour)
  This activity guides participants as they explore the gap between cognitive and affective/behavioral competencies as it applies to negotiating third culture spaces via a case study as well as their own life experience(s)
• Counter-Storytelling (45 minutes)
  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. 
• Barbie Savior: A Lesson in Intercultural Empathy (1 hour)
  This activity is inspired by an Instagram account called Barbie Savior. Barbie Savior calls attention to the issues with the well-intentioned—but often problematic—"voluntourism,” i.e. short-term volunteer trips. Barbie Savior parodies the voluntourism experience by placing Barbie in various scenes across Africa along with tone deaf captions that demonstrate Barbie’s lack of knowledge about her impact as a “voluntourist.” In this activity, participants will analyze one of Barbie Savior’s posts and coach Barbie on intercultural empathy and considering different perspectives.
• Reclaiming our Stories: Narratives of Identity, Resilience and Empowerment (4 hours)
  This book (available for purchase) includes 19 narratives which explore themes such as systemic racism, inequality, trauma, outrage, healing, triumph, love, resilience, and empowerment.

This article details Edward T. Hall's influence on the history of intercultural communication, specifically in the U.S. and Japan. 

• Contextualizing Identities (1 hour)
  In this activity, participants explore how different identities become more salient under different circumstances.
• Too American, Never American Enough
• Reclaiming our Stories: Narratives of Identity, Resilience and Empowerment (4 hours)
  This text encourages learners to empathize with the perspectives of contributing authors who describe the often ugly and painful realities they have confronted since an early age, acknowledge the systemic racism and inequality of opportunities present in the communities the authors describe, analyze themes such as trauma, outrage, healing, triumph, and love present in the collected narratives, and recognize how storytelling can support the resilience and empowerment of storytellers as well as readers.
• Your Cultural Identity (no duration provided)
  This game encourages learners to "learn more about cultural and historical traditions in other countries and promotes understanding of cultural differences" (SCAS, 2007).
• Cultural Quiz (no duration provided)
  This game encourages learners to reflect "on the issue of cultural identity and the notion of culture"
• Seeing You Seeing Me (1 hour)
  In this activity, participants learn to compare and contrast how they see themselves and how they perceive others see them, discuss nuances of their hidden and visible identities and the stereotypes that other people seem to apply to them, and identify examples of the Looking Glass Self process of self-image development in their own lives. 
• Tradition and Identity in Whale Rider (3 hours)
  In this activity, participants watch the movie Whale Rider and discuss the relationship between traditions, values, and identity, recognize how traditions, values, and beliefs change across generations, and reflect on how traditions, values, and beliefs have changed within their own families. 
• Curious "Show & Not Tell" Icebreaker (30 minutes)
  In this activity, participants bring an item with them, answer questions about it, and practice curiosity by asking questions of others without knowing the identity of the object owner, making guesses about that individual's life and possible culture. 
• Mapping Social Identity Timeline Activity (30 minutes)
  In this activity, participants create a timeline demonstrating how their identities have developed throughout their life to help them understand how social interactions affect their identities. 
• The Spectrum Activity, Questions of Identity (10 minutes)
  In this activity, participants "consider their identities critically and how identities are more or less keenly felt in different social contexts," recognize "how privilege operates to normalize some identities over others," and appreciate "their shared identities...as well as the diversity of identities" involved in the activity (LSA Inclusive Teaching Initiative, University of Michigan, 2017).
• Personal and Social Identity Wheel, Identity Circles, Beads, and Molecule, The Paseo (Circles of Identity), Circles of My Multicultural Self (30 minutes - 1 hour and 30 minutes)
  These 7 activities encourage participants to identify and describe personal identities, explore multiple identities, and examine the stereotypes associated with different identities. 
• The Five Minute Poem (5 minutes)
  In this activity, participants write a short poem express their identities through "I am from..." statements related to familiar sights, sounds, smells, foods, sayings, and friends. 
• Identity-Based Rejection Sensitivity (45 minutes)
  In this activity, participants describe the phenomenon of identity-based rejection sensitivity and its consequences and analyze potential solutions that avoid self-fulfilling prophecies of rejection based on a stigmatized identity.
• Ethnocultural Identity Behavioral Index (10 minutes)
  This assessment measures an individual's degree of involvement with a specific, self-identified ethnic peer group and connections between behavior and cultural identity.
• Through Other Eyes (10 minutes)
  This is a quick perspective-taking activity that asks participants to close their eyes and imagine different identities, concluding with a debrief discussion on how cultural identities can be both empowering and limiting.  
• Training Culturally Diverse You (45 minutes)
  This activity begins with a discussion about what influences our identities (universal things, unique personalities, culture, etc.). Participants then discuss and map out a network of groups they belong to and discuss factors that impact how they behave in different contexts. 
• Who Am I? Echoes of Culture (1 hour)
  In this activity, participants learn to "understand how identity is shaped and reinforced by the cultural discourse that has been internalized, understand and accept how culture shapes us as individuals and distinguishes us when we find ourselves in new cultural circumstances, and listen for the cultural discourse that has shaped and continues to shape the people in the new culture and environment where they find themselves" (Cassiday & Stringer, 2015, p. 101).
• I Am From Poems (30 minutes)
  This activity is similar to the Five Minute Poem activity. Participants will write short poems where each line begins with “I am from,” which will allow them to describe their heritage using the details and memories most important to them. 
• The Kluckhohn Questionnaire (no duration provided)
  In this activity participants learn to examine cultural identity and self-awareness, assess how their beliefs and cultural attitudes have changed from childhood to adulthood, and analyze and describe their current cultural beliefs and values.
• Paper Basket Exercise (25 minutes)
  In this kinesthetic activity, participants explore the concept of privilege by throwing a ball into a paper basket.
• I Am Poems (30 minutes)
  Another identity poem option, this activity provides several poem options for exploring identity with learners. 
• Who Am I? Identity Dialogue (1 hour)
  In this activity, participants list up to 12 identities and reflect on them in order to articulate how they perceive their own identities and analyze why they place value on certain aspects of their identity.
• Voices from the Past (45 minutes)
  In this activity, participants share their name, a culture they identify with, a key message they heard from someone influential in their life, and their role or profession to "gain insights into what drives fellow team members, interact at a personal and powerful level from the start of a program, and set the tone for deep discussions on identity and cultural values" (Berardo, 2012, p. 143). 
• Sherlock Holmes (1 hour and 15 minutes)
  As a result of this activity, participants "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). 
• Name Story, aka The Name Game (1 hour)
  In this activity, participants share about their name, who named them, and its origins. The activity is designed to help participants "identify the importance of names as part of personal identity, identify different cultural ways of naming people, and understand the importance of calling people by the name they prefer—and pronouncing it properly" (Stringer & Cassiday, 2009, p. 157).
• Cultural Autobiography (45 minutes)
  In this activity, participants construct a cultural autobiography, exploring their different identities and contextual and cultural factors informing these identities.

• Diving into Identity for Intercultural Learning Self-Directed Learning Module (Duration: 2 hours)
  This course aims to increase awareness of cultural diversity and enable educators to enhance inclusion and equity within their organizations by embodying intercultural learning principles.
  
  To access the course:
  • Click Register
  • Click Offerings in the grey tab
  • Click Enroll in Course
  • Click Outline
  • Click through the Course Outline to see the content
     
• To access the Diving into Identity for Intercultural Learning Self-Directed Learning Module YouTube playlist click here. 

This post includes additional intercultural learning activities that can be facilitated in the language classroom outside of the activities already included in the collections re-collected in this collection.

• Lost in Translation (3 hours)
  In this language learning reflection for students studying abroad, participants "keep a record of [their] language learning while abroad, take ownership of [their] language learning, so as to increase [their] motivation and likelihood of continuing with the language upon return, reflect on the linguistic, sociolinguistic, and sociocultural aspects of language learning in context" (Ogden, 2009). 
• Taking My Motivational Temperature on a Language Task (10 minutes)
  This assessment measures emotions as possible barriers to effective learning and emotional baggage that is brought to learning situations. 
• Fourteen Ways to Say Thank You Internationally (1 hour)
  In this activity, participants learn to recognize different cultural traditions, "understand the concepts of 'culture' and intercultural adaptation, become more aware of their own culture and recognize its influence on their behavior, appreciate the value of learning and using other languages" (AFS, 2015). 
• Language, Culture, and Perception: The Sapir-Whorf Hypothesis (1 hour 10 minutes)
  In this activity, participants discuss the Sapir-Whorf Hypothesis and how language and culture may shape their thoughts and perceptions and linguistic choices.
• Foreign Language Can-Do Statements (15 minutes)
  This assessment measures participants' ability to goal-set for communicative competence in seven different domains of communication, including listening, writing, and presentational speaking.
• Language Strategy Use Inventory (10 minutes)
  This assessment measures participants' preferred language-learning strategy toolkit. 

1. START HERE
   Background
   
   Purdue CILMAR's Portable Intercultural Module (PIM) webpage provides background information on PIM.
    
2. LEARN MORE
   Background + Implementation Directions
   
   This self-directed course (Duration: 1 hour) provides instructions and resources on how to embed teaming PIM into your curriculum. 
   
   To access the course:
   • Click Register
   • Click Offerings in the grey tab
   • Click Enroll in Course
   • Click Outline
   • Click through the Course Outline to see the content
      
3. THE TOOLS
   Downloads and Resources
   Tech tips can be found attached to this post.
   
   The following HubICL tool includes the downloadable materials to embed tricky communication PIM into BrightSpace, Moodle, or Canvas:
   • Portable Intercultural Module (PIM): Tricky Communication: Intent vs. Impact 

1. START HERE
   Background
   
   Purdue CILMAR's Portable Intercultural Module (PIM) webpage provides background information on PIM.
    
2. LEARN MORE
   Background + Implementation Directions
   
   This self-directed course (Duration: 1 hour) provides instructions and resources on how to embed teaming PIM into your curriculum. 
   
   To access the course:
   • Click Register
   • Click Offerings in the grey tab
   • Click Enroll in Course
   • Click Outline
   • Click through the Course Outline to see the content
      
3. THE TOOLS
   Downloads and Resources
   Tech tips can be found attached to this post.
   
   These HubICL tools include the downloadable materials to embed teaming PIM into BrightSpace, Moodle, or Canvas:
   • Teaming 1: Team Communication
   • Teaming 2: Self and Other Awareness

"The Global Intercultural Communication Reader is the first anthology to take a distinctly non-Eurocentric approach to the study of culture and communication. In this expanded second edition, editors Molefi Kete Asante, Yoshitaka Miike, and Jing Yin bring together thirty-two essential readings for students of cross-cultural, intercultural, and international communication. This stand-out collection aims to broaden and deepen the scope of the field by placing an emphasis on diversity, including work from authors across the globe examining the processes and politics of intercultural communication from critical, historical, and indigenous perspectives.

The collection covers a wide range of topics: the emergence and evolution of the field; issues and challenges in cross-cultural and intercultural inquiry; cultural wisdom and communication practices in context; identity and intercultural competence in a multicultural society; the effects of globalization; and ethical considerations. Many readings first appeared outside the mainstream Western academy and offer diverse theoretical lenses on culture and communication practices in the world community. Organized into five themed sections for easy classroom use, The Global Intercultural Communication Reader includes a detailed bibliography that will be a crucial resource for today's students of intercultural communication" (Asante et al., 2014).

Asante, M. K., Miike, Y., & Yin, J. (Eds.). (2014). The global intercultural communication reader (Vol. 2). New York, NY: Routledge.
 

This slide deck describes invitational rhetoric and how it informs feminist learning spaces like writing centers.

• Edward T. Hall, Proxemic Theory, 1966 (Article)
  This article details Proxemic Theory from Anthropologist and cross-cultural researcher, Edward T. Hall. 
• “Don’t stand so close to me!” How does your culture affect your attitude to personal space? (Article)
  This LinkedIn article sheds light on cultural differences in proxemics. 
• When Does Close Become Too Close? (Article)
  This Psychology Today article presents a research study in which Edward T. Hall's claims that high contact and low contact cultures dictate spatial comfort are not supported. Rather, gender, age, and a country's annual temperatures were the strongest predictors of space preferences.
• Context of Cultures: High and Low (Article)
  This resource discusses high and low context cultures and how these cultural general frameworks inform how space is seen cross-culturally.
• Commuter Proxemics in Japan (Video - 13 sec)
  This video shows commuters in Japan and could be used as a discussion starter in a group to begin unpacking how space is used across cultures.
• COVID Expanded the Boundaries of Personal Space—Maybe for Good (Article)
  This article discusses how COVID impacted personal space rules.
• Understanding Proxemics through Restrooms: A “Hands-Off” Approach to Personal Space and Communication (Article)
  This article presents an activity that discusses space in public restrooms.
• Proxemics in Conversations Across Cultures Demonstration (Video - 4 mins)
  This video demonstrates the Proxemics in Conversations Across Cultures Activity. 

• All stages:
  • The Intercultural Development Continuum
  • Mindsets of the Intercultural Development Inventory (IDC)
• Denial:
  • Cultural Competence in Denial and Polarization
  • The Intercultural Development Continuum - Denial
• Polarization:
  • Cultural Competence in Denial and Polarization
  • The Intercultural Development Continuum - Polarization
• Minimization:
  • Cultural Competence in Minimization
  • The Intercultural Development Continuum - Minimization
• Acceptance:
  • Cultural Competence in Acceptance and Adaptation
  • The Intercultural Development Continuum - Acceptance
• Adaptation:
  • Cultural Competence in Acceptance and Adaptation
  • The Intercultural Development Continuum - Adaptation

• Draw a House (45 min)
  In this activity, participants are asked to draw a floor plan of a house based on their own experiences and understandings of how houses are typically arranged. They will then compare their floor plans and discuss the differences between them. 
• Fence in or Fence out (45 min)
  Through this activity, participants learn about how their own and other cultures think about and use land/space. 
• Mental Mapping (20 min)
  In this activity, participants draw, share, and compare their own mental maps of a shared space in order to better understand how other people experience the same space differently. 
• The Mockingbird (10 min)
  In this activity, participants learn to model and articulate the concept of cultural distance.
• Nonverbal Communication: Proxemics Surveys (45 min)
  These surveys explore our sense of personal space and how it is influenced by culture (gender, age, ethnicity and profession, as well as by nation). 
• Oxford University Press Nonverbal Communication Activities (duration variable)
  This resource includes 9 activities to introduce nonverbal communication and culture.
• Proxemics in Conversation Across Cultures (15 minutes)
  In this short activity, participants begin by having a conversation at a distance and slowly close the gap in distance. They then debrief how it made them feel and discuss how culture informs proxemic behavior and articulate their own cultural rules for using distance and space.

• Instructional Materials for Portable Intercultural Modules (PIM): Teaming 1, 2, and 3 (1 hr)
  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 course presents a helpful orientation to instructors utilizing one or more of the three PIM that focus on communicating effectively within diverse teams. The course provides a general introduction to PIM, explores the theoretical constructs taught in the Teaming PIMs, exemplifies a range of implementation options from more basic to more engaged, and offers suggestions for facilitation. 
  
  The PIM courses are listed below:
  • Portable Intercultural Module (PIM): Teaming 1: Team Communication (2 hrs)
    In this PIM, learners are challenged to identify their own and others' culturally-determined communication patterns and preferences and identify strategies for managing different communication styles.
  • Portable Intercultural Module (PIM): Teaming 2: Self and Other Awareness (2 hrs)
    In this PIM, learners are challenged to identify personal agendas and cultural dimensions to uncover underlying assumptions, attitudes, and actions that can lead to team conflict and identify strategies for managing personal responses and helping a team address conflict together. 

• Global Engineering Competency Scale (10 min)
  This assessment measures self-efficacy, technical coordination, knowledge of professional ethics and standards, and knowledge of engineering cultures. Individuals who use this assessment will become more aware of the elements of engineering competency in a globalized world.
• GlobeSmart Profile (30 min)
  This assessment measures individuals' work styles in order to compare with other cultures, colleagues, and team members. As a result of utilizing and working with this assessment, learners will be able to improve productivity when working with others who have different styles and develop strategies for improved collaboration. 
• Team Assessment - Peer Feedback (1 hr)
  This assessment measures teamwork competencies and is available in English, French, Portuguese, and Spanish.
• Team Values Assessment (1 hr)
  This assessment measures participants "similar and different values and strengths and challenges based on a values profile" (p. 69). 
• Teamwork Rubric (AAC&U) (15 min)
  This assessment measures participants' level of good communication, civil conflict resolution, and a strong but group-oriented work ethic.

• Birds of a Feather (20 min)
  In this activity, participants recognize that people bring different talents, perspectives, and backgrounds to groups and understand the benefits of forming diverse groups.
• Building a Tower (2 hrs)
  In this activity, participants are encouraged to understand that people have different perceptions of the same thing and that there are different interpretations of and meanings to the same verbal or non-verbal expressions, experience misunderstanding of others and being misunderstood, learn to communicate non-verbally and to cooperate on a specific task across communication barriers.
• Building Team Communication (1.5 hrs)
  In this activity, participants are encouraged to "understand a range of communication styles, identify each member's individual preferences and how they can create a team communication profile while honoring individual preferences" (Stringer & Cassiday, 2009, p. 93). 
• Complete the Picture (45 min)
  In this activity, participants interact non-verbally with create connections with one another. Learners are encouraged to develop team-building skills and reflect on how nonverbal communication cues can alter interpretation.
• diversophy® New Horizons (1 hr)
  Note: This game was originally intended for Finnish audiences. English and Arabic translations are available in many instances within the game.
  In this activity, participants move from "ethnocentricity" to "diversophy," a state of higher cultural sensitivity and skill, explore factual knowledge about other cultures, practice intercultural decision-making, team-building and communication skills, and cost/benefit assessment for intercultural interactions, and imagine applications of newfound intercultural competencies in their own lives and work.
• Ecotonos: A Simulation for Collaborating Across Cultures (2 hrs)
  In this activity, participants implement strategies for multicultural collaboration, create their own (fictional) culture, assess cultural attributes and behaviors, and learn about process mapping. 
• Five Ideas (1 hr)
  In this activity, participants articulate clearly the goals and values of their group, listen openly to other groups' goals and values which may diverge from their own, and negotiate solutions that achieve common goals.
• Group Images (45 min)
  In this activity, participants develop team-building skills and reflect on how others interpret words and concepts through body language and movement.
• Hollow Square (1 hr)
  In this activity, participants study dynamics involved in planning a task to be carried out by others and in accomplishing a task planned by others and explore both helpful and hindering communication behaviors in assigning and carrying out a task.
• Improved Solutions (45 min)
  In this activity, participants generate ideas for dealing with briefly-described problems, evaluate strengths and weaknesses of a solution as a team, improve the potential value of a solution, and compare the potential value of two different solutions for handling the same problem through perspective-and frame-shifting. 
• Let's Draw a House (partner activity) (30 min)
  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).
• Leveraging Mindsets to Facilitate Multiracial Collaborations (2 hrs)
  This activity can be facilitated in groups to help teams of learners "understand that race is not as biological as we initially thought and recognize emerging scientific evidence in support of a more social constructivist mindset of race/ethnicity" (Li & Kung, 2021). 
• Me and My Team (15 min)
  In this activity, participants compare and contrast times in which they have experienced the clash between self-interest and team-interest and discuss the ways that secrecy can reduce trust in a team. 
• One Will Get You Ten (40 min)
  In this reflection, participants generate and share ideas for solving a specific problem or exploring a topic and process take-aways from a shared experience or a dialogue. 
• Pair Sculpt and Group Sculpt (45 min)
  In this activity, participants reflect on their cultural assumptions about expression and emotion, interpret emotional expressions demonstrated in the body language of others, and compare narratives and narrative assumptions about body language expression and response. 
• Personal Agendas in Teamwork (40 min)
  This activity encourages participants to recognize personal agendas and their role in group projects and teamwork, reflect on their own personal agendas, and explore ways of mitigating tensions that personal agendas can create.
• Teamwork Self-Assessment (2 hrs)
  In this activity, designed for students studying abroad, participants reflect on their experiences working in teams, examine communication and intercultural issues that can arise when working in teams, practice identifying sources of behaviors using Hofstede's Power Distance Index, practice reflection and application of teamwork strengths to improve teamwork in a hypothetical situation, and draw connections between the practice of these skills in the hypothetical to real-world applications specific to the culture in which they are studying abroad.
• The Role of Culture in Team Communication (25 min)
  In this activity, participants are challenged to recognize the role of their cultural backgrounds in team communication settings.
• What Do They Bring? (1 hr 10 min)
  As a result of this activity, participants "identify the forms of diversity in a work group and identify the value of the diversity that individuals bring to the group" (Stringer & Cassiday, 2003, p. 173).
• Workthink (20 min)
  In this activity, participants apply Hofstede's cultural dimensions to workplace scenarios and team situations.

This video discusses the history of intercultural learning in several places around the world and the cultural contexts in which the study of intercultural communication was born. 

In this article, Tara Harvey describes the history of intercultural learning through the paradigms that have been used to describe approaches to it. 

In this video, Anastasia Shevchenko explains the origins of intercultural communication, how the combination of anthrology and linguistics formed, the initial pushback Edward Hall received, and how the paradigm came to be formed and implemented. 

Stephanie Doscher and Hilary Landorf from Florida International University discuss intercultural learning at University College Dublin and the importance of faculty's role in supporting and preparing students for a globalized world.
 

In this piece, presented at 1994 SIETAR (Society for Intercultural Education, Training and Research) Conference, Barbar Kappler presents a history of intercultural learning to shed light on where the field has been, how it has evolved, and where it is now.

This book chapter from Milton Bennett aims to bridge the gap between academic and professional goals and purpose in international education by detailing a history of intercultural communication, learning, and competence.

• 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. 

• We Need to Retire the Term “Microaggressions," an article
• The Problem with Research on 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 module

• 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.