Our learners must understand the role of values and culture in driving decisions. They must develop flexibility in working with other having different values.


Long form of term name:
Intercultural Engagement

Intercultural Development Inventory (IDI)

Validated 50-item self-report questionnaire. Measures development of a one’s attitude toward another culture along the six stages of ethnocentrism to ethnorelativism. Questions pertain to:

  • Cross-cultural goals
  • Challenges navigating cultural differences
  • Critical intercultural incidents
  • Ways to navigate cultural differences

Other notes: Expensive fees and requires extensive training (over $1000 including training)

ICCAT (Intercultural Competence Attention-focusing Tutor)

Example focus question: After students watch a clip of an interaction between two individuals, the clip pauses and asks, “What do you think he will respond? Explain why you think this will happen? What do you think might be a likely response in your culture?”

  • Use Steglitz (1993) coding scheme to evaluate student discussion for instances of intercultural engagement


  • Artifacts presented in ePortfolios can include reflection papers, term papers, photos, and other documentation of student learning.
  • Rubrics such as the AAC&U VALUE Rubric on Creative Thinking & competence can help guide assessment.
  • Rubrics such as the AAC&U VALUE Rubric on Intercultural knowledge & competence can help guide assessment.

Students may self-evaluate through reflective practice: