Two assignments relate two each other social science Culture awareness !

INTERCULTURAL GROWTH PLAN ASSIGNMENT

Rationale:

This assignment is designed to help you demonstrate your growth in becoming an interculturally competent individual.

Assignment Overview:

The cultural competency project is an ongoing semester-long evidence-based project designed to have students demonstrate they are developing proficiency toward the course objectives, as well as the cultural competencies described in the syllabus (Open Attitude, Self-Awareness, Other-Awareness, Cultural Knowledge, Cross Cultural Skills).

Essentially, this assignment allows you to increase your awareness of cultural differences and similarities in your everyday life, as well as document your and demonstrate your growth toward becoming a culturally proficient professional. Proficiency for this assignment can be met in one of two ways, which are described below:

Guidelines

For this project you must have a minimum of ten (10) entries (if you select option 1 below) or twenty (20) entries if you select the traditional route. Each entry must be a minimum of 250 words, excluding the proficiency statement. These entries might include revised copies of any assignment that you submit throughout the semester. For example, you might include your personal ideological deconstruction paper as evidence that you have mastered self-awareness. Please be aware that unrevised entries will receive a score that is proportionate to the grade it received from the original submission. That is to say, if you receive 80% on an assignment, you should expect that entry will only receive 80% of the possible point value available for that artifact. Entries must be submitted electronically and should be organized so that the artifacts clearly illustrate which competency it addresses. Please use the format that is outlined in the template.

Assignment

a total of 20 artifacts to demonstrate how you have mastered the aforementioned multicultural proficiencies.

In addition to revised assignments, the following artifacts are required :

• Article summaries --- At least three (3) of the entries must be summaries of Articles from reputable academic journals. The article should reflect a scholarly research that corresponds to one the modules we are focusing on in class. The summaries should be a minimum of 200-words and should highlight the major focus of the article, as well as your own interpretation of the conclusions/findings and a reflection on the knowledge you gained from reviewing the article.

• Critical Moments -- At least two (2) of these entries must illustrate critical moments of cultural differences/conflicts that you observe in your interactions throughout the semester. These moments might include conflicts or observations that you observe in the dorm, in the classroom, in the schools, current events in the media, etc. What was going on? What was the source of the conflict/interaction? How did the situation make you feel? What did you learn and how might you apply it in your future as a teacher or in your career? How might this situation be handled differently or what was useful about it that is worth recreating or replicating in society? For some of the entries, you might be deliberate in trying to see how others might treat or perceive you, if you place yourself in a culturally different role. For example, in the past some students have assumed the role of a culturally different person (deaf, homosexual, homeless, etc.) and then see how others perceive them. Others have constructed or sent a letter to their friends and family, pretending to be dating someone from a different cultural background in order to gauge their responses. This would give an idea of how people perceive cultural differences when they hit close to home.

• Current Events -- At least two (2) of the entries require you to attend current events, such as guest speakers, events, movies, etc., that address multicultural content. The University Diversity Lecture Series or other multicultural programs in the residence halls are examples of content that would meet this criterion.

• Parent/Grandparents Interview -- One (1) entry requires you to have a critical interview with your parents and or grandparents (if still alive) in order to identify similarities and differences between your ideologies around cultural diversity and theirs. You might want to use this moment to raise some controversial issues in order to ascertain if and how your ideology is influenced by your parents/grandparents.

• One (1) entry should reflect the knowledge you gained about yourself as a learner as documented in the Critical Incident Questionnaires (CIQ). For this entry you should summarize your reflections on the CIQs and highlight patterns of responses your observed about yourself during the semester. You may also want to include an action plan or implications for future growth as a learner given the knowledge learned through the CIQ process.

• One (1) entry should address your intercultural growth as measured by the Intercultural Development Inventory (IDI). For this assignment, you may one to consider beginning with a speculative reflection after you complete the pretest. By this I mean reflecting on your thinking (mood, state, response to the items, any emotions, thoughts, judgments) when you take the pretest. You may also want to speculate on where you think you maybe along the development continuum once we discuss the DMIS and report the group profile in class. Finally, after completing the posttest and receiving your pretest and posttest profiles at the end of the semester, the final part of your reflection should include commentary describing your growth, noting on any surprises or areas for continual growth.

• Final entry must reflect your overall learning in this class and how you might apply it to your future. If there are particular dynamics of the course that you felt could be improved, please feel free to share them.