Cross-Cultural Competency Through Service-Learning

2008 ◽  
Vol 16 (3) ◽  
pp. 293-315 ◽  
Author(s):  
Susan Wehling
Keyword(s):  
Service Learning ◽  
Cultural Competency ◽  
Cross Cultural

An Undergraduate Medical Education Framework for Refugee and Migrant Health: Curriculum Development and Conceptual Approaches

2021 ◽  
Author(s):  
Douglas Gruner ◽  
Yael Feinberg ◽  
Maddie J. Venables ◽  
Syeda Shanza Hashmi ◽  
Ammar Saad ◽  
...  
Keyword(s):  
Service Learning ◽  
Global Health ◽  
Migrant Health ◽  
Cross Cultural ◽  
Learning Objectives ◽  
Cultural Communication ◽  
Community Service Learning ◽  
Health Curriculum ◽  
Cross Cultural Communication ◽  
Curriculum Framework

Abstract Background: International migration, especially forced migration, highlights important medical training needs including cross-cultural communication, human rights, as well as global health competencies for physical and mental healthcare. This paper responds to the call for a ‘trauma informed’ refugee health curriculum framework from medical students and global health faculty. Methods: We used a mixed-methods approach to develop a guiding medical undergraduate refugee and migrant health curriculum framework. We conducted a scoping review, key informant faculty interviews and e-surveys, and then, integrated our results into a competency-based curriculum framework with values and principles, learning objectives and curriculum delivery methods and evaluation. Results: The majority of our Canadian medical faculty respondents reported some refugee health learning objectives within their undergraduate medical curriculum. The most prevalent learning objective topics included access to care barriers, social determinants of health for refugees, cross-cultural communication skills, global health epidemiology, challenges and pitfalls of providing care and mental health. We report competency-based learning objectives and primary and secondary topics. We also discuss curriculum delivery and evaluation methods such as community service learning with reflection exercises. Conclusions: This guiding undergraduate medical education curriculum suggests integrating cross-cultural communication skills, exploration of access to care barriers for newcomers, and system approaches to improve refugee and migrant healthcare. Programs should also consider social determinants of health, community service learning and the development of links to community resettlement and refugee organizations.

scholarly journals KEMANDIRIAN ANAK MELALUI SELF ACCESS CENTRE DALAM MENGEMBANGKAN TOP 10 SKILL

2019 ◽  
Vol 6 (1) ◽  
pp. 15
Author(s):  
Imas Srinana Wardani ◽  
Asep Samsudin
Keyword(s):  
Elementary School ◽  
New Media ◽  
Cultural Competency ◽  
Media Literacy ◽  
Computational Thinking ◽  
Cross Cultural ◽  
Load Management ◽  
Sense Making ◽  
Virtual Collaboration ◽  
Self Reliance

Education era 4.0 requires output that has top 10 skills 2020. One of the strategies needed in era 4.0 education is a Self Access Center (SAC) that focuses on children's self reliance in learning in elementary school. SAC is one of exploration of children's reliance independently in developing capabilities needed in the industrial era 4.0. The purpose of this study was to describe the reliance of children in learning an elementary school through a SAC in developing top 10 skills 2020. The method used in this study was descriptive qualitative. The results of the analysis show that the SAC can contribute. This is indicated by the achievement of the SAC has reached seven out of ten top skills, namely sense making, social intelegence, cross cultural competency, novel and adaptive thinking, transdiciplinary, computational thinking, and new media literacy and to be able to adjust to top 10 skills 2020 a better strategy is needed to achieve 10 skills with cognitive load management, design mindset and virtual collaboration.

scholarly journals Using Campinha-Bacote's Framework to Examine Cultural Competence from an Interdisciplinary International Service Learning Program

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Elizabeth DeVane Wall-Bassett ◽  
Archana V. Hedge ◽  
Katelyn Craft ◽  
Amber Oberlin
Keyword(s):  
Service Learning ◽  
Cultural Competency ◽  
Cultural Awareness ◽  
Educational Tool ◽  
Learning Program ◽  
International Service Learning ◽  
International Service ◽  
Reflective Journals ◽  
Interdisciplinary Programs ◽  
Nutrition Science

The purpose of this study was to investigate an interdisciplinary international service learning program and its impact on student sense of cultural awareness and competence using the Campinha-Bacote’s (2002) framework of cultural competency model. Seven undergraduate and one graduate student from Human Development and Nutrition Science disciplines participated in the program. Reflections from a synthesis paper post-travel were analyzed using an inductive approach. Six themes emerged from the reflective journals and were applied to Campinha-Bacote’s cultural competency constructs. Participating and learning together while reflecting helped deepen and progress this process for ISL students. Overall, the experience proved to be an effective educational tool for sensitizing students towards cultural competency within interdisciplinary programs.

Cross-Cultural Competency Scale

2015 ◽  
Author(s):  
Worarak Sucher ◽  
Catherine Cheung
Keyword(s):  
Cultural Competency ◽  
Cross Cultural

Global Civic Engagement as an Empowering Device for Cross-Ethnic and Cross-Cultural Understanding in Taiwan

2019 ◽  
pp. 276-297
Author(s):  
Mei-Ying Chen ◽  
Fu-hsing Su
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
General Education ◽  
Cross Cultural ◽  
Cultural Understanding ◽  
Motivational Readiness ◽  
New Immigrants ◽  
Global Issue ◽  
Oral Presentations

This study observed the feasibility of a general education course in facilitating global civic engagement for twenty-six participants from a Taiwanese university. Such a commitment was considered crucial to the fostering of cross-ethnic and cross-cultural understanding of immigration and new immigrants as a global issue within the Taiwanese context. Oral presentations, film/video watching, and service learning sessions were arranged to promote critical appraisals of things, persons, and issues related to foreign ethnicities and cultures. Data of the study consisted of relevant writings produced by the participants. The results of analyses revealed that the participants developed an awareness of persons, things, and issues that were cross-ethnic or cross-cultural in nature. Consequently, they achieved attitudinal and perceptional change of foreign ethnicities or cultures or generated critical appraisals of specific things or issues. Additionally, a considerable number of them displayed motivational readiness for global civic engagement.

International Education, Diversity Exposure, and Cross-Cultural Engagements

2021 ◽  
pp. 959-974
Author(s):  
Juliana Mulaa Namada ◽  
Paul Katuse ◽  
Francis Wamukota Wambalaba
Keyword(s):  
Service Learning ◽  
International Education ◽  
Value Added ◽  
Cross Cultural ◽  
Business Simulation ◽  
Simulation Games ◽  
Student Centered ◽  
Global Challenge ◽  
School Learning ◽  
Diverse Cultures

The quest for mission-driven approaches in business education arises out of a deep concern for development and achievement of student centered outcomes. This chapter assesses these concerns by analyzing service leaning and practical cases. International education, diversity exposure, and cross-cultural engagements are analyzed in line with the extent of achieving service-learning outcomes. The analysis is done by examining the value added to business school learning models through these engagements. The discussions show that students and faculty benefit through critical thinking, tolerance to diverse cultures, and preparedness for global careers. The chapter ends with illustrative cases of global community service, global academic tours, business simulation games, and X-culture global challenge engagements by United States International University Africa.

Challenges of Practicing and Honing Leadership Skills through Cross-Cultural Service Learning

2017 ◽  
pp. 225-251
Author(s):  
Jeff Zimmerman
Keyword(s):  
Service Learning ◽  
Culture Shock ◽  
Cross Cultural ◽  
New Host ◽  
Cultural Leadership ◽  
Host Culture ◽  
Cultural Challenges ◽  
Project Coordinator ◽  
Cultural Service ◽  
Service Learning Projects

This chapter provides insight into the unexpected cross-cultural challenges faced by service learning project coordinators in an overseas setting. The chapter focuses on a service learning project geared towards undergraduate U.S. leadership students on a 5-week summer study abroad trip to Austria. The instructor sought to utilize the abroad experience to highlight the value of service learning as a medium to benefit the local Austrian community, while furthering the U.S. students' understanding of cross-cultural leadership. Like other individuals in a new host culture (i.e. expatriates), the service learning project coordinator (US instructor) faced a variety of unexpected cross-cultural challenges upon arrival in the host culture (Austria). This chapter highlights some universal cross-cultural challenges (lack of cultural and organizational familiarity, culture shock), why they can be expected, and why they are often difficult to resolve. Potential solutions addressing these challenges in the context of cross-cultural service learning projects are also explored.

A Cross-Cultural Year of Service Theoretical Model

2017 ◽  
Vol 4 (2) ◽  
pp. 13-32
Author(s):  
Matthew D Hudson-Flege
Keyword(s):  
Theoretical Model ◽  
Service Learning ◽  
Community Development ◽  
Ecological Model ◽  
Peace Corps ◽  
Cross Cultural ◽  
Lens Model ◽  
Global Trends ◽  
Service Programs ◽  
Diverse Nations

Growing numbers of young people in diverse nations are participating in cross-cultural year of service programs. This paper provides an overview of global trends in the cross-cultural year of service, and a more detailed literature review of two such programs: AmeriCorps*NCCC and the Peace Corps. Drawing upon the ecological model of human development, the theory of emerging adulthood, and the lens model of service-learning, this paper proposes a cross-cultural year of service theoretical model to inform the work of researchers, policymakers, and community development practitioners concerned with year of service programs.

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