[COOPER 122] Assessing Cultural Responsiveness, not Competence: DegreePlus to foster globally-marketable citizens.
Abstract (250 words or less in English or 500 characters or less in Japanese)
The JPN program’s effectiveness for students’ academic development while at Western Carolina University directly affects their future after their graduation such as further study in graduate school and/or employability as globally-marketable citizens. The program currently uses the JLPT and OPI to assess language fluency. As stated in the program’s mission statement – “to foster globally-marketable citizens with language fluency and cultural literacy” -- the author believes the program should adopt an additional assessment tool for cultural literacy.
The word “cultural literacy” in the mission statement is defined as attributes “such as strong intercultural awareness, intellectual growth, and critical thinking skills” (JPN program Mission Statement, 2016). Hirsch defined “cultural literacy” as “adult literacy” and it “demands more than mere linguistic skills; it demands participation in and knowledge about a shared body of knowledge, a knowledge of the culture of the country” (Hirsch, 1984). Even though the definition in the current mission statement is sufficient, the author, as program coordinator, is committed to continuous improvement and believes it is necessary to enhance the program’s assessment with an additional tool as well as more updated language suitable for the current globalized world. The author will discuss how we could define and assess students’ development of Cultural Responsiveness, not Competence through the lens of WCU’s newly implemented Quality Enhancement Plan (QEP), the DegreePlus: Furthering Student Development Through Intentional Extracurricular Involvement, which is a key component of WCU’s SACS accreditation process and is also linked to WCU’s strategic plan, 2020 Vision: Focusing on our Future.
(249words)
Language
Japanese
Location
Cooper Hall 122
Start Date
10-2-2018 10:45 AM
End Date
10-2-2018 11:15 AM
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[COOPER 122] Assessing Cultural Responsiveness, not Competence: DegreePlus to foster globally-marketable citizens.
Cooper Hall 122
The JPN program’s effectiveness for students’ academic development while at Western Carolina University directly affects their future after their graduation such as further study in graduate school and/or employability as globally-marketable citizens. The program currently uses the JLPT and OPI to assess language fluency. As stated in the program’s mission statement – “to foster globally-marketable citizens with language fluency and cultural literacy” -- the author believes the program should adopt an additional assessment tool for cultural literacy.
The word “cultural literacy” in the mission statement is defined as attributes “such as strong intercultural awareness, intellectual growth, and critical thinking skills” (JPN program Mission Statement, 2016). Hirsch defined “cultural literacy” as “adult literacy” and it “demands more than mere linguistic skills; it demands participation in and knowledge about a shared body of knowledge, a knowledge of the culture of the country” (Hirsch, 1984). Even though the definition in the current mission statement is sufficient, the author, as program coordinator, is committed to continuous improvement and believes it is necessary to enhance the program’s assessment with an additional tool as well as more updated language suitable for the current globalized world. The author will discuss how we could define and assess students’ development of Cultural Responsiveness, not Competence through the lens of WCU’s newly implemented Quality Enhancement Plan (QEP), the DegreePlus: Furthering Student Development Through Intentional Extracurricular Involvement, which is a key component of WCU’s SACS accreditation process and is also linked to WCU’s strategic plan, 2020 Vision: Focusing on our Future.
(249words)