2. 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 competence 2.Exchange information and ideas 3.Complete a theme-related curriculum project 4.Create a repository of cultural competence articles 5.Offer to share their learning and collaborate with colleagues to implement similar course changes

3. Cultural Competence Gen 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

4. 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

5. 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

6. 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.

7. PSY 101: Interview & Analysis of Cultural Competence Purpose  To learn about a developmental model of cultural competence  To practice and evaluate cultural competence Activities  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 Sensitivity Assessment  Critical thinking/analysis papers  Diversity/cultural awareness pre- and post-test (adapted from Edmonds Community College survey)

8. Developmental Model of Intercultural Sensitivity Ethnocentric stagesEthnorelative stages Denial Defence Minimization Acceptance Adaptation Integration of resistanceto openness 123456 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.

9. 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

10. 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.

11. 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

12. 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.

13. Cultural Landscape Classifications Small-Town RuralSuburban/Exurban Inner CityHigh Density Suburban