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A Word from HubICL Manager, Annette Benson

Did you know that if you look at the URL for each tool in the HubICL Toolbox, you can tell how far along in the development of the Toolbox each tool was added?

For example,,,, … were the first 100 tools that the HubICL curation team submitted into the HubICL Toolbox.

We chose these tools as the first because they were tried-and-true resources commonly used and recognizable to practitioners. We also put them there because we needed to have content when we began talking about the alpha and beta versions of the HubICL at conferences in Fall 2018.

Now that we are two years down the road, you’ll see URLs in the 600s and 700s. The tools come from a variety of sources and are created for many different reasons. 

For example, we came upon a selection of racial equity tools that we curated into the toolbox at URLs… in order to strengthen those taking part in the national conversation around systemic racism.

Similarly, after attending a concurrent session on intersectionality at the 2020 NCORE conference, we curated tools inspired by the session into the HubICL—Intersectionality: A History, hubicl…/699/; COVID-19 & Intersectionality, hubicl…/686/; Hidden America: An Intersectional Perspective, hubicl…/684/.

Other times we log into the HubICL to find the surprise of a totally unsolicited tool in the Toolbox. On those occasions, we are like children opening an unexpected gift. In the last few weeks, those gifts have come from Dr. Ted Dale at GlobeSmart,…/707/, and from Susan Schaerli-Lim with her submission of an expanded version of D-I-E/D-A-E called I DIVE. We’ll hear more from Schaerli-Lim later in the issue.

Sometimes what the HubICL curation team puts into the HubICL are still the tried-and-true resources that we know our members are looking for. For example, this month we added W. S. Howell’s (1982) “Four Levels of Cultural Awareness,” On the other hand, tools from the curation team are sometimes born of our own necessity as we do training. This was the case with Dr. Kris Acheson-Clair’s Counter-Storytelling, /712/, written along with Dr. Pam Sari from Purdue’s Asian American Asian Resource and Cultural Center (AAARCC), for an ICL session with campus partners on campus.

Other times tools are created and curated because your HubICL team has (seemingly) become obsessed with intercultural learning. We see it everywhere, even when we are just listening to podcasts, Broadway musicals, or the news. That was the case with both “Who Writes History?”, and Intersecting Identities: “Coming Out Meatless,” /683/. Finally, sometimes we just like the challenge of someone saying, “Is there a study guide for…?”

We couldn’t help ourselves; Tradition and Identity in Whale Rider, /700/, had to be created and shared.

Do you have resources you’d like to share? Will your contribution be…714…750…800?

To get started sharing your own resources, go to and fill out as little or as much as you know. We’ll help you with the rest!

Happy Hubbing!

Annette Benson for all of the HubICL Curation Team


CILMAR's Daniel Jones Leads Intercultural Competence Training into the "New Normal"

Dan Jones' HeadShot

The COVID-19 pandemic has effectively shuttered study abroad across the United States. With the loss of these valuable, often life-changing programs, faculty, staff, and students are yearning for alternatives where they can cultivate intercultural skills and experiences. Dr. Daniel Jones, Senior Intercultural Learning Specialist at Purdue University’s Center for Intercultural Learning, Mentoring, Assessment and Research (CILMAR), has worked the entire summer to adapt intercultural competence training originally designed for immersive study abroad programs for virtual environments.

Jones was first hired as an Intercultural Learning Specialist at Purdue after receiving his doctoral degree in German Language and Literature in 2017. In his current role, he oversees two flagship programs: the Intercultural Pedagogy Grant (IPG), which provides monetary support and training for faculty/staff who incorporate intercultural competence into their study abroad programs, and the Semester Abroad in Intercultural Learning (SAIL) scholarship program, which includes mentoring courses in intercultural learning for students studying abroad.

Because no students are currently studying abroad, the SAIL program is on pause. However, IPG is adapting to the “new normal,” and Jones has lead that transition.

In order to receive IPG grant funding, faculty/staff members are required to participate in a series of workshops on intercultural competence pedagogy. Normally, these workshops take place in classroom settings where faculty participants learn how to design and lead intercultural activities. However, this semester, the entire program has shifted to a virtual context, and the focus is now on embedding intercultural competence into virtual exchange programs rather than study abroad.

Previously, the IPG program consisted of four in-person, two-hour workshops (the materials associated with these workshops are available in a collection on the HubICL). This year, there will be 12 workshops total, and participants are required to complete eight: four compulsory for all participants and four self-selected.

Some workshops target specific types of virtual exchange, how to design activities for a virtual space, or how to facilitate teamwork through a virtual platform. However, some also cover the same material from previous years, such as how to use backwards design to create intercultural learning activities.

While IPG participants always had to complete pre-workshop readings and homework assignments, everything else was primarily synchronous and in-person. Now, the entire program is more asynchronous, with participants reading articles, watching videos, and engaging in conversation through discussion boards.

“The synchronous part has become shorter, so it has to be much more impactful,” Jones says. “I make it much less about me delivering information and more about facilitating the conversations that they have amongst themselves, and leading those live sessions has become much more about me demonstrating best practices.”

Some of those best practices include how to adapt face-to-face activities to virtual learning platforms, such as Zoom, as well as considering how you appear on camera. For example, during the first session of the virtual workshops, Jones discussed framing your background so that what you’re seeing on the screen matches the other person’s image, such as making your head appear the same size as the person on the other end. He also advises ensuring that your background has three dimensions so it feels as if you’re in a room with the individuals on the other end of the screen.

Additionally, Jones says that faculty/staff must now pay closer attention to the affective domain than they would in the classroom: “Now the focus is, ‘how do we develop comfort and connectivity in this disconnected venue?’ ‘How can we be more attentive to the students as people, as individuals, and address their emotional needs?’” This may perhaps be one of the most important lessons, as students are surely grieving the loss of these physical interactions and their planned study abroad experience.

All of the materials associated with these workshops, which will include short PowerPoints, readings, videos, handouts, and other supplemental materials, will be available in a new collection on the HubICL following the Fall semester.


HubICL Contributor Spotlight: Susan Schaerli-Lim on I DIVE

Susan_Schaerli-Lim Headshot

The HubICL was created as a collaborative space for individuals to network and share resources from across the diverse and growing field of intercultural learning. This month, we feature one of our newest contributors, Susan Schaerli-Lim, Head of International Relations at the Zurich University of Applied Sciences (ZHAW) School of Health Professions Institute of Nursing, whose I DIVE framework was published in the HubICL toolbox in August 2020.

Schaerli-Lim began her career as a registered nurse in Australia. Then, upon moving to Switzerland, she received her Diploma of Health Education, from Weiterbildungszentrum for Gesundheitsberufe in Aaurau, Switzerland, and through her work as a nursing faculty member, became interested in intercultural learning and subsequently received her Master’s in Intercultural Relations from University of the Pacific in Stockton, California. Schaerli-Lim's personal intercultural experiences have also influenced her career as she describes herself as a third culture adult with three passports who has lived in four countries and studied in five.

In her current position at ZHAW, Schaerli-Lim wears a variety of hats and gets to call upon her extensive experience in nursing, pedagogy, and intercultural competence. She’s involved in developing curricula and programs, particularly for intercultural competence in nursing and for international exchange students; training nursing faculty, staff, and students in intercultural competence using the Intercultural Development Inventory; and facilitating nursing student and staff exchanges.

Schaerli-Lim’s I DIVE (Impact, Description, Interpretation, Values, Evaluation) tool is an adaptation of the classic D-I-E (Description, Interpretation, Evaluation) framework.

Like many other critics of the framework, using the word “die” in an intercultural activity didn’t sit well with her, so she was inspired to create something that sounded less dark and ominous—and that more explicitly guided students through the process of interpretation.

She attended the Summer Institute for Intercultural Communication in 2009 where she took a course taught by Donna Stringer, who kept referencing impact and emotions. This inspired her to add the first “I” in “I DIVE.” 

“In the last couple of years, the emotional side of intercultural relations has started to become quite big and quite a bit of research is coming out on that,” Schaerli-Lim said. “So I thought it would be really cool to add this additional “I,” to the original framework, but then you still have “I-D-I-E,” and that’s even worse!” Therefore, she decided to also add the “V” for values because values, whether cultural or personal, will inherently affect how individuals interpret a situation.

Schaerli-Lim chose to share her framework on the HubICL because she believes that training resources should be available for free for anyone to use: “If someone has spent time creating something, then you don’t have to recreate the wheel, and that’s fantastic,” she said. “I think the idea is great, to share what we have, you can only improve on it, right? Why reinvent the wheel when there’s so many people who do good work?”

Another major project that Schaerli-Lim is working on, alongside a team of researchers that include Milton Bennett, is programming for training intercultural nurse educators. This initiative stems from a gap in research that Schaerli-Lim and her collaborators identified: “Vande Berg says that intercultural mentors are crucial for intercultural learning. However, there’s a huge gap in the literature about what is an intercultural mentor? What should they be able to do? What’s the profile of an intercultural mentor?”

To respond to this gap, Schaerli-Lim and her team first completed an extensive literature review in order to create a profile for an intercultural nurse educator. Now, they are in the process of creating a curriculum that will train individuals to serve in mentor roles as intercultural nurse educators.

The first iteration of the training is scheduled to begin in November 2020 (although there may be adjustments made due to the pandemic). Then, in May 2021, the newly minted intercultural nurse educators will become trainers for a group of nursing students, and Schaerli-Lim and her team will administer pre-and post-tests to measure the effectiveness of their “train the trainer” program.

Beyond this project, Schaerli-Lim is a co-author of a recently published book, Intercultural Interactions for Health Professions: A Critical Incident Approach, which is available in both English and German. She is also developing a card game with three other colleagues called Intercultural Puzzling Stories. The HubICL team is excited to see what Schaerli-Lim contributes next!


CILMAR's Entire Virtual Webinar Series Archived and Available on the HubICL

Every other Friday, from April 17 through August 21, CILMAR hosted an episode of the Intercultural Learning and Inclusive Teaching for the New Virtual Paradigm (Virtual ICL) to support faculty and staff as they adapted to teaching and facilitating programs in virtual environments. Each episode features at least one guest speaker who addresses a topic of interest within the intercultural learning field. Each episode has been archived in the Research Repository on the HubICL, and all supplemental materials are compiled in the Purdue Virtual ICL Series collection

Episode 1 - Introduction to the Spring and Summer Webinar Series

  • This introduction to the Intercultural Learning & Inclusive Teaching for the New Virtual Paradigm (Virtual ICL) webinar series features the CILMAR staff as they offer a sneak peak into the contents of the series.

Episode 2 - Embedding Intercultural Learning into SLHS Study Abroad

  • Dr. Lata Krishnan describes the development, evolution and outcomes of two service-learning study abroad programs: SLHS in Zambia (2012-2016) and SLHS in India (2017-2019).

Episode 3 - Embedding Intercultural Learning into a College of Science Study Abroad

  • Laura Starr discusses her COVID-19 forced pivot to remote learning for a history of science course that was originally scheduled as a spring break study abroad in Morocco.

Episode 4 - Embedding Intercultural Learning into the Purdue Polytechnic Institute Curriculum

  • Robert Cox discusses the evolution of his Technology and Global Society (TECH 330) course.

Episode 5 - Transforming a 24-Hour Field Study Tour Into a Hackathon

  • Dr. Svitlana Buko and Eithne Knappitsch discuss how they turned their 24-hour Cross-Border Challenge into a hackathon in May 2020.

Episode 6 - Embedding Intercultural Learning into World Languages: Italian at Purdue

  • Dr. Tatjana Babic Williams and Dr. Annalisa Mosca discuss their move to creating asynchronous intercultural labs during the pandemic and an upcoming COIL project to fill in the gap left by a popular study abroad program in Italy.

Episode 7 - Let's Talk About Color

  • This webinar features a panel of Purdue students, moderated by Natasha Harris, who describe the issues they face in and outside of the classroom that can affect their performance in their courses, both face-to-face and online.

Episode 8 - Creating Inclusive Classrooms and Programs

  • Panelists from Purdue University's cultural and disability centers answer questions about inclusive online teaching practices and learning outcomes, how they measure learning in their programs, and how faculty and staff can support their mission. This panel was moderated by Dr. Nastasha Johnson. 

Episode 9 - What the BEVI Tells Us About the Difference that Identity Makes in Online Versus Face to Face Classes

  • Using data from the Belief, Events, and Values Inventory (BEVI), Dr. Shalyse Iseminger discusses the difference that identity makes in online versus face to face classes.


HubICL Tools Promoted on Facebook:

Looking for intercultural learning tools to use in a classroom or program? You can find a different tool from the HubICL Toolbox promoted each weekday morning at 8:00 on the CILMAR Facebook page. In addition, you can learn about publications in the HubICL Research Repository with posts on Tuesdays at noon and Collections on Thursdays at noon. And, on Saturdays, look for special Assessment posts from Katherine Yngve. To see any or all of these, please like and follow us at!

Call for Papers on Virtual Exchange, COIL, and Distance Learning:

Have you been collecting data related to virtual exchange, COIL, distance learning, or another related topic? Are you looking for a home to publish your research project? Consider submitting to the HubICL Research Repository! Compile your data and writing into our white paper template and submit your document at Our HubICL Team will then assist you with formatting and filling out the appropriate fields. 

Upcoming HubICL Presentations:

HubICL Tool Demo: Moving From F2F to DL. Kris Acheson-Clair and Aletha Stahl, presenters. October 6, 2020. Purdue InterCultural Learning Community of Practice (PICLCoP).

Resources for Global Learning in the HubICL. Kris Acheson-Clair, presenter. October 8, 2020. AAC&U Virtual Conference on Global Learning.

How to Share Your Own Learning with Other Intercultural Learning Practitioners Using the HubICL. Annette Benson, presenter. October 10, 2020. SIETAR NED Talk.

Intercultural Learning Hub (HubICL). Annette Benson, Lindsey Macdonald, Claire Stirm, Anthony Fuentes, presenters. October 21, 2020. Science Gateways Community Institute Annual Conference. 

Using the Intercultural Learning Hub (hubICL) to Assess Intercultural Development through Activities. Kevin Spence, presenter. Annette Benson, moderator. October 28, 2020. 2020 Assessment Institute.

HubICL Growth

September 2020 Members Per Month


September 2020 Tools Per Month

As of September 30, 2020, the HubICL has reached 2,395 members and 632 tools in the Toolbox! The HubICL membership spans 655 institutions of higher education, 169 private/nonprofit/government organizations, and 74 K-12 institutions. Additionally, 368 members are from 67 countries outside of the United States.

The HubICL was created by Purdue University's Center for Intercultural Learning, Mentorship, Assessment, and Research (CILMAR)

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