Intercultural Competence (.pdf): the ability to understand and function effectively across cultures, think and adapt behavior appropriately, and communicate and work with people from different backgrounds.
In order to teach a DE course, a faculty member should be committed to building their own intercultural competence and teaching with access and inclusion.
Intercultural Competence Outcomes
ACTION: Need to include at least two of the three — preferably all three — intercultural competency outcomes in course design, outlined below.
NOTE: Outcomes are interconnected, and it is common for one activity or assessment to address multiple outcomes.
|Intercultural Competency Outcome 1||Intercultural Competency Outcome 2||Intercultural Competency Outcome 3|
|Cultural Awareness||Non-Judgmental Examination||Critical Thinking|
|Recognize the existence of different views and experiences.||Examine differences in a non-polarized/non-judgemental way (not ‘good’ or ‘bad’, just that is a difference) and ask why this difference exists.|
Students will be able to...
Students will be able to…
Students will be able to…
|Learn more about cultural awareness.|
|CFANS activity and assignment examples for cultural awareness (.doc).||CFANS activity and assignment examples of non-judgmental thinking (.doc).||CFANS activity and assignment examples for critical thinking (.doc).|
Optional Intercultural Competence Outcomes
OPTIONAL: Include any or all of the following Intercultural Competence Outcomes.
|Optional Intercultural Competence Outcomes||Skills|
|(1) Culture specific knowledge|
|(2) Sociolinguistic awareness|
|(3) Grasp of global issues and trends|
|(4) Identify similarities and comfortably move constructively within critical differences|
|(5) Use reflective listening and curiosity|
|(6) Analyze, interpret and relate|
|(7) Respect: seek out others’ cultural attributes|
|(8) Openness: suspend generalizations about other cultures and people|
|(9) Curiosity: seek out intercultural interactions|
|(10) Discovery: tolerate ambiguity and view it as a positive experience|
Using the DE Course Elements
- Intercultural outcomes (minimum 2 out of 3)
- Cultural Awareness
- Non-Judgmental Examination
- Critical Thinking
- Universal Design following that includes accessibility and a minimum of 2 of the following DE elements
- Inclusive Syllabus
- Multiple engaging learning and teaching strategies;
- Multiple assessment formats
- Describe other diversity or intercultural enrichments in the course experience that support diversity enrichment.
Developing an Inclusive Syllabus
- Use inclusive language, gender-neutral language, and is respectful of pronouns
- Curriculum content does not discriminate against different cultures, genders, races, ethnicity, life experience, values, etc.
- Contains clear Learning Outcomes or Student Development Outcomes
- Contains a diversity statement
- Cognizant of religious holidays and practices
- Contains “class contract”
- (i.e. encourages students to develop “rules of engagement” for class conduct, e.g., One speak at a time, critique ideas not people, emphasize reflective listening)
- Provides opportunities for student feedback throughout course
- Use multiple formats
- Course material accessible to all students (visual subtitles, print, audio, online materials available by screen readers, etc.)
- Incorporate accessible documents such as Word, Google Docs, accessible PDFs
Multiple engaging learning and teaching strategies
- Think-Pair-Share, Muddiest Point, jigsaw, case studies, application activities, compare & contrast perspectives activities, critical reflection opportunities, cooperative and collaborative projects, work groups, study groups, discussion groups, frequent student-teacher interaction, etc.
- Critical reflection strategies to allow students to learn about individual differences and reflect on their own assumptions and beliefs (i.e., journals, five-minute write, etc.)
- High impact practices: service learning, community engagement, panel presentation, internship, study abroad, etc.