These IDI stage videos are in some ways a delight and in others a concern.  The authentic student voices talking about the need for cultural competence are heartwarming & affecting & feature students who form a visually and linguistically diverse array of identities.  That said, I feel they should be used with caution, particularly the videos about the early stages of the Intercultural Development Continuum (denial and polarization).  To this reviewer's mind,  there's a lot of implicit shaming going on about failure to get in line with a cultural competency agenda.  Peer pressure can be useful method of getting individuals (particularly college students) to consider change; but shame in particular does not breed trust in the message -- and it has been shown to be ineffective and even counter-productive for individuals who are in polarization.  Consider testing and reviewing your group's IDI profile before using all the videos, would be my advice. Use them when you have evidence that the majority of your learners are in mimimization or above.  And use it to incite critical reflection on whether peer pressure works when an issue is polarizing!

These videos make a welcome addition to the collection of teaching resources built on the DMIS and IDC models. We are so in need of mediated resources that engage learners in ways that text alone seems no longer to do well. These videos could be used in conjunction with debriefing of IDI scores or separate from the instrument itself. I think they will resonate well with typical U.S. based college audiences. I can envision them leveraged as prompts for dialogue or reflection in an asynchronous class assignment or shown in class to prompt discussion. That said, I agree with Katherine's comments on the need for caution and/or constructive framing if learners are in denial or polarization.

The introductory video “What is Cultural Competence?” seems to be a useful one, but I would recommend not using Video 2 on Denial and Polarization. It is overly critical of these orientations and generally negative in tone suggesting that individuals in these orientations are stubborn, dumb, or narrow-minded. The main problem is that the students attempting to describe these orientations are probably in minimization, or polarization themselves. There is a degree of condescension in their descriptions, i.e. not healthy or helpful to those who might be in those stages.