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Resources for Instructors

  • 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:
  1. adaptation
  2. communication skills
  3. communication styles
  4. conflict styles
  5. cultural awareness
  6. cultural competence
  7. cultural intelligence
  8. cultural self-awareness
  9. differences
  10. diversity in the workplace
  11. indirect communication
  12. instructor materials
  13. mindfulness
  14. PIM
  15. self-awareness
  16. teaming
  17. teamwork

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Teamwork Assessment Tools

  • 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.
  1. AAC&U Rubrics
  2. Assessment
  3. assessment instruments
  4. comfort with difference
  5. conflict
  6. conflict resolution
  7. emotional resilience
  8. engineering
  9. engineering education
  10. formative assessment
  11. IPG created
  12. Languages Other than English
  13. leadership
  14. other awareness
  15. professional skills
  16. reflective assessment
  17. self-awareness
  18. Stringer and Cassiday
  19. summative assessment
  20. teamwork
  21. virtual
  22. virtual context
  23. virtualicl

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Team-building Activities

  • 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)
    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.
  1. 1st year courses
  2. acceptance
  3. adaptation
  4. ambiguity
  5. antiracism
  6. assumptions
  7. behavior
  8. Bennett recommended
  9. bridging
  10. CILMAR staff collection
  11. collectivism
  12. comfort with difference
  13. communication styles
  14. conflict
  15. conflict resolution
  16. context
  17. corporate
  18. creativity
  19. cross-cultural
  20. cultural awareness
  21. cultural identity
  22. cultural simulation
  23. differences
  24. diversity
  25. diversophy
  26. emotional resilience
  27. empathy
  28. exclusion
  29. frame shifting
  30. Hofstede
  31. home
  32. icebreaker
  33. identity
  34. inclusion
  35. indirect communication
  36. individualism
  37. intercultural
  38. intergroup dialogue
  39. interpretation
  40. IPG created
  41. jolt
  42. kinesthetic
  43. Languages Other than English
  44. leadership
  45. learning
  46. listening
  47. management
  48. multiculturalism
  49. negotiation
  50. nonverbal communication
  51. online learning
  52. openness
  53. other awareness
  54. perspective
  55. perspective taking
  56. power
  57. power distance
  58. preparation for study abroad
  59. race
  60. racial bias
  61. racial trauma
  62. racism
  63. reflection
  64. remote instruction
  65. security
  66. self-awareness
  67. Semester Abroad in Intercultural Learning
  68. simulation
  69. spatial
  70. STEM
  71. stereotyping
  72. Stringer and Cassiday
  73. study abroad
  74. teamwork
  75. Theatre of the Oppressed
  76. Thiagi
  77. Uncommon Mindset
  78. valuedimensions
  79. values
  80. virtual
  81. virtual context
  82. virtual learning
  83. worldviewframeworks

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