Cultural Competence

FCC’s General Education Institute 2009

Gen Ed Institute Overview

Goal: To promote on-going growth and renewal of general education by building an intellectual community of faculty participants who inspire curricular change

2009 Theme: Cultural Competence

Outcomes: Gen Ed Fellows…1. Enhance their knowledge of cultural

competence2. Exchange information and ideas3. Complete a theme-related curriculum

project 4. Create a repository of cultural competence

articles5. Offer to share their learning and

collaborate with colleagues to implement similar course changes

Cultural CompetenceGen Ed Goal X: Students will demonstrate

cultural competence.

New Graduation Requirement: Students must take a 3-credit class designated as a cultural competence course.

Rationale: Developing cultural competence is essential for living and working in a diverse democratic society. Cultural competence courses expose students to the knowledge and skills necessary to participate effectively in dynamic, evolving multicultural contexts.

Progress: Cultural Competence Course Criteria Course Certification Process Faculty Support for Course

Transformation/Development

Projects Evan Evans – MA 82:

Multicultural Math Scavenger Hunt

Paul Hunter – PSY 101: Interview and Analysis of Cultural Competence

Dr. Kathy Brooks – CMSP 105: Case Study of Small Group Communication Across Cultures

Corwin Parker – GG 102: Cultural Landscapes Project

MA 82: Multicultural Math Scavenger Hunt

Purpose To expose students to important college sites

and services while discovering the mathematics of different cultures

Activity Scavenger Hunt that incorporates

mathematical contributions of 7 different cultures

Elements Multicultural math facts located at

throughout campus Scavenger Hunt Worksheet

Assessment/Outcomes

Successful completion of scavenger hunt activity

Students learn how mathematics has been infused and evolved from other cultures.

Participants discover different parts of the FCC campus.

Activities are flexible and can be incorporated into any mathematics course.

The Counting System for the ELEMA People of Papua New Guinea goes up to 33.This style of counting is called Body Counting.

PSY 101: Interview & Analysis

of Cultural CompetencePurpose

To learn about a developmental model of cultural competence

To practice and evaluate cultural competenceActivities Interviews: Students rotate roles of interviewer,

interviewee, observer. Analysis Papers: Each student, as observer, will

evaluate the cultural competence of the interviewer.

Elements Bennett’s Developmental Model of Intercultural

SensitivityAssessment Critical thinking/analysis papers Diversity/cultural awareness pre- and post-test

(adapted from Edmonds Community College survey)

Developmental Model of Intercultural Sensitivity

Ethnocentric stages

Ethnorelative stages

DenialDefence

Minimization

AcceptanceAdaptation

Integration

of resistance

to openness

1 2 3 4 5 6

Based on Milton J. Bennett’s "Towards Ethnorelativism: A Development Model of Intercultural Sensitivity" in Education for the Intercultural Experience. Paige, R M (ed) Yarmouth ME: Intercultural Press. 1993.

CMSP 105: Small Group Communication Across

Cultures Purpose To develop students’ intercultural communication

by examining the relationship between a particular cultural group within the United States and a small group communication concept

Activities Part One: Group presentation of an example(s)

found in popular culture demonstrating how a particular culture relates to or is affected by a communication concept

Example: elderly culture and the use of technology

Part Two: Group-designed presentation/discussion of an original case study related to a communication concept and culture

Elements Popular culture media examples found in areas such as a movie

clip, television show, music lyrics, commercials, documentaries Case study information from sources such as library research, real

life situations, or ethnographic interviews of persons within the culture

Assessment Students will be assessed using a rubric which covers four critical

areas: preparation, content analysis, group dynamics and delivery.

GG 102: Cultural Landscapes Project

Purpose

To expose students to a variety of cultural landscapes throughout Frederick County

To develop students’ cultural competence by identifying and interpreting cultural landscapes

Activities

Cultural geography interview/discussion about the cultural markers of various landscapes

Presentation of their educational experience (cultural landscape analysis) to peers of diverse cultural environments

Elements

Repository of cultural landscapes throughout the county organized by FCPS Middle School Zones

Cultural Landscape Analysis Survey

Assessment/Outcomes

Students will actually demonstrate their cultural competence throughout the project. Proficiency will be determined via survey.

The repository of landscapes can be employed in other disciplines.

Cultural Landscape Classifications

Small-Town Rural Suburban/Exurban

Inner City High Density Suburban