Portable Intercultural Modules (PIM) are small learning units focused on one or two elements of intercultural competence and/or diversity and inclusion. They are turnkey solutions that address the needs of instructors or co-curricular leaders who don't see themselves as experts in these areas. PIM can be embedded within disciplinary course content, and multiple PIM can be integrated throughout a program of study to support learners' development of intercultural competence more systematically.
CILMAR offers all Portable Intercultural Modules (PIM) through Brightspace and a selection through Moodle and Canvas. Self-directed training is also available to support instructors who wish to use the selected PIM.
Purdue West Lafayette users with Brightspace courses will be enrolled as instructors in the Brightspace course where all PIM are housed and can copy or import individual PIM into their own courses. Contact cilmar@purdue.edu to request access.
For users outside Purdue West Lafayette, consult individual PIM from the menu below for information about access and links.
Instructor support materials are available for free to anyone through the Intercultural Learning Hub (HubICL). You will need to set up a HubICL account (free) then go to the Professional Development Zone to locate the relevant block. Consult individual PIM from the menu below for information about which PIM have support materials and for links to it.
For all modules, your decision of which one/s to use depends on your audience, setting, topic, and goals. Although all modules are designed for undergraduate learners, some modules fit well in TA training and are also recommended for graduate students, faculty, and staff. Consult the descriptions below.
Foundations PIM are particularly aimed at undergraduate students early in their college career. They are also excellent in pre-departure programming for study abroad/away. Although each module stands on its own, the group of five form a sequenced whole.
|
# |
Module |
Key Learning Outcomes |
Description |
Notes |
|---|---|---|---|---|
|
F1 |
Motivation for Intercultural Growth
|
Empathy |
Uses videos and a short research activity based on professional interests to introduce the learning zone, elements of intercultural competence, and why intercultural competence is important for personal and professional satisfaction. |
Foundations Module. Available to all. |
|
F2 |
Learning About Your Own Cultural Self |
Self-Awareness |
Asks students to identify their own social and cultural categories and differences and reflect on how these affect their comfort level so that they understand themselves as beings shaped by culture. |
Foundations Module. PWL users only.
|
|
F3 |
Talking with People Across Cultural Differences |
Openness |
Teaches students about cultural differences and how cultural misunderstandings occur by asking them to interview people with dissimilar backgrounds. |
Foundations Module. PWL users only.
|
|
F4 |
Honing Intercultural Curiosity |
Curiosity |
Introduces the idea and practice of curiosity and asks students to choose either a new food or event experience and to watch and reflect on a movie. Because this includes watching a movie, the time to completion is 2.5-4 hours |
Foundations Module. PWL users only.
|
|
F5 |
Cultural Comparisons |
Communication Worldview Frameworks |
Introduces cultural dimensions and different communication styles and asks students to apply their learning with short research projects in which they compare several cultural groups, including their own. |
Foundations Module. PWL users only.
|
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Communication Openness |
Helps learners understand why accents are different, take ownership for understanding accents in English that are different from their own, and practice their skills with these accents. Designed for anyone who operates in oral English, regardless of first language or mother tongue. |
Prepares people from around the world to understand each other’s spoken English. Parts of this module that focus on listening skills will not serve deaf learners. PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Self-Awareness |
Students are introduced to the “What? So What? Now what?” model of critical reflection and practice articulating the meaning of their experiences by writing a critical reflection and rating it on a rubric. |
This module is used in the first-year Learn-to-be seminar in College of Science. It addresses all Embedded Learning Outcomes 1-3 at Purdue. PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Empathy |
Through the introduction of key cultural dimensions and differences in time orientation, helps students recognize that people approach the same issue with different perspectives and behaviors and consider how they accommodate these differences in a team setting. |
This module is used in the first-year Learn-to-be seminar in College of Science. PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Communication Self-Awareness |
Presents communication pacing styles and direct and indirect modes and asks students to identify their own patterns and consider strategies for supporting effective communication when patterns differ. |
First of 3-part series but can stand alone. PWL users only. Instructional Materials for Portable Intercultural Modules (PIM): Teaming 1, 2, and 3 are available through the Intercultural Learning Hub. A free account is required for access. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Self-Awareness Communication |
Presents differences that often emerge on teams – personal agenda, time orientation, and concepts of self and authority. Students identify their own preferences and how they may affect teamwork and present these in a poem or video. |
Second of 3-part series but can stand alone. PWL users only. Instructional Materials for Portable Intercultural Modules (PIM): Teaming 1, 2, and 3 are available through the Intercultural Learning Hub. A free account is required for access. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Cultural Diversity Responds to Conflict |
Introduces issues that often arise in teamwork, including differences in conflict style, and offers strategies for addressing these and for bridging differences. Students apply and practice what they have learned through a case study. |
Last of 3-part series. Includes choice of case study – health care, management, lab setting, web design. PWL users only. Instructional Materials for Portable Intercultural Modules (PIM): Teaming 1, 2, and 3 are available through the Intercultural Learning Hub. A free account is required for access. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Communication Self-Awareness |
Short videos and playful activities in which learners engage with peers to enhance awareness of own and others’ language, food, and holidays. |
Especially good for first-year college students. PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Curiosity Worldview Frameworks |
Provides choice of videos and student recordings for learning about naming practices and how people make meaning of their names. Engages students in exploring their own name/s and naming traditions. |
Offers optional activity for instructor or facilitator to lead with learners. Could serve as early semester icebreaker preparation. PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Communication Empathy |
Videos, an EQ survey, and article summaries take learners from an introduction to psychological safety to strategies for creating psychological safety on global virtual teams. |
This is a more advanced module that requires some reading. Although focused on global virtual teams, it teaches concepts and strategies that are applicable in any teaming situation. PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Self-Awareness Ownership |
Using videos, quizzes, and assignments, introduces the concept of transformational leadership and guides students through a scaffolded development of their own unique plan for leadership development. |
Applicable for all levels of learners in both curricular and co-curricular spaces. PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Communication Actions/Responses |
Addressing oral, non-verbal, and written communication, sensitizes learners to biases that can lead to unintended negative impacts of communication and teaches strategies for addressing challenges whether one is on the giving or receiving end of the communication. |
Applicable in both curricular and co-curricular spaces and may be appreciated by young adult and adult learners alike. Includes video on microaggressions. Available to all. Instructional Materials for Portable Intercultural Modules (PIM): Tricky Communication are available through the Intercultural Learning Hub. A free account is required for access. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Empathy Self-Awareness |
Defines and critiques empathy using abilities examples (e.g., “inspiration porn," videos, and clips from popular movies. Supports learners to identify effective empathy-related approaches and to reflect on their own empathic strengths and challenges. |
PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Empathy Self Awareness |
Builds on the previous module but uses examples of sex and gender to emphasize how empathy can be applied. More advanced. |
PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Self-Awareness Creative Thinking |
Uses an interactive tool created in Articulate to help learners identify how their cultural background impacts their creativity, practice creative thinking techniques, and enhance their motivation for developing intercultural competence. |
PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Self-Awareness Cultural Diversity |
Uses short research assignments and other activities to help learners identify how dress and body modifications are often linked to deep cultural values and to help them consider differences between cultural appropriation and cultural authentication. |
PWL users only. |
| Key Learning Outcomes | Description | Notes |
|---|---|---|
|
Openness Self-Awareness |
Uses examples related to gender, race, ability, and ethnicity to support learners in recognizing the cultural construction of body image and the ways in which dress and appearance in turn create culture. |
PWL users only. |