Likert scale survey that uses the AAC&U Intercultural Knowledge and Competence VALUE Rubric as the construct behind the questions. 

Presents cultural values such as polychronic and monochronic time on a Likert scale but notes that people could be simultaneously high on both ends. This survey followed by discussion could be used to support cultural self-awareness and to help students recognize complexities in themselves, in others, and in cultural groups in general.

Similar to the ASKS2 survey, this online survey uses the AAC&U Global Learning VALUE Rubric as the construct for its questions. Questions related to the domains of diversity and personal and social responsibility help address power dynamics and agency. 

This activity uses another assessment tool (the ASKS2) in a formative way -- assessment as pedagogy. 

This blog post outlines the importance of debriefing and provides tips for success. 

Thiagi’s six-phase model to structure debriefing questions

As a result of this debriefing technique, participants will be able to: 1. Reflect on their emotions. 2. Identify what happened, both objectively and subjectively. 3. Synthesize and evaluate what they learned. 4. Relate their experiences and reflection to the real-world. 5. Apply their insights to new contexts. 6. Adapt their new knowledge and experiences to action planning.

This rubric can be used to assess any kind of intercultural reflective writing assignment, such as an essay or a blog post. 

This activity asks participants to write about aspects of their cultural identity, such as family structure, nationality, rituals, environment, friends, institutions, mobility, and education. In an online learning environment, participants can share their autobiographies through a discussion board. 

This activity helps participants to develop a better understanding of their stressors and how to deal with stress. It is designed for a study abroad program but can be adapted to other contexts. It can also be completed by participants on their own time and then sent to a facilitator/instructor. 

In this activity, participants are asked to keep a journal where they analyze and reflect on cultural experiences. 

Facilitators/instructors can adapt this activity for online learning by asking participants to journal through blogs. 

This activity challenges participants to begin developing deeper relationships with those who are different from them. They will read The Atlantic article, “These are the Americans who live in a bubble” (in the Links section of this tool) and use it to reflect on their own personal bubbles and how they might further develop relationships across difference.

Participants can fill out the handout included in the Downloads section of this tool on their own time. Then, instructors can choose to have participants answer reflection questions in an essay, or discuss them through an online discussion board or video chat. 

This assessment measures emotions as possible barriers to effective learning, as well as emotional baggage that is brought to learning situations. 

This assessment is available online (see both the Links and Downloads sections in this tool). Participants can take the quiz on their own time and send results to the facilitator/instructor.

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

All the materials required for this activity are available online (see both the Links and Downloads sections of this tool), and participants can complete the activity individually on their own time. 

This activity enables participants to examine what kind behaviors bother or challenge them, learn about their emotional "hot buttons," and plan for ways to manage their reactions to "hot buttons" behaviors. 

Michael Vande Berg created a version of this activity that is available online (see the Links section of this tool). Participants can complete this activity individually on their own time and then send it to facilitators/instructors. 

This activity allows participants to evaluate their self-awareness of their cultural identity and their core cultural values. It is designed for students who are studying abroad but could be adapted to different contexts.

All materials associated with this activity are available in the Downloads section of this tool. Participants can complete this activity individually on their own time and then send it to the facilitator/instructor.

A less-than-3-minute intro to a critical reflection model that can help students write intercultural reflections or help instructors steer a debrief following an experiential intercultural learning activity. 

Although this document was created for use in an immersion study setting, sections work well for world languages classrooms, .e.g., "Strategies to deal with different communication styles."

For one n one session

This worksheet helps participants to describe and reflect on their identities in terms of their skills, favorite books/movies, hobbies, etc. 

All of the materials required for this activity are available through the LSA Inclusive Teaching Initiative at University of Michigan (see the Links section in this tool). Participants can complete this activity individually on their own time and then post it to an online discussion board so that they can get to know their peers, or they can send the worksheet to the facilitator/instructor once it is completed.