CAROLINA EXCELLENCE IN ACTION
(continued)
PLEASE NOTE…
1. When using these questions, apply the following 6 pt. response scale:
Strongly Disagree/Disagree/Somewhat Disagree/Somewhat Agree/Agree/Strongly Agree
2. All post-event/program surveys that map to Intercultural Competence should include the
30K levelIntercultural Competence Survey Item and the Reflection Item. These will act as
baseline questions across Student Affairs. If the wording of the suggested question does not work for your program or learning opportunity, you can alter the wording or select a more appropriate question from the 10K or 5K questions below.
3. Post-event/program surveys can includemore specific (10K/5K)Intercultural Competencequestionsthat align with the program’s learning outcomes. You may also generate other questions designed to measure Intercultural Competence that work within the context of your programs or learning opportunities.
Include these 30K baseline questions on a survey when the program maps to Intercultural Competence
OPTIONAL: 10K Level Intercultural Competence Survey Items
To measure
(Continued)
OPTIONAL: 5K Level Intercultural Competence Perspectives Survey Items
PLEASE NOTE…
1. When possible and appropriate, apply a rubric to evaluate students’ skills that relate to the development of Intercultural Competence. (e.g. evaluating a presentation, interview, written report, written reflections or journal entries, work samples or portfolio, etc.)
2. You may use the Intercultural Competence Rubric designed by the Assessment Working Group as is, make revisions to the Intercultural Competence Rubric designed by the AWG, or develop your own rubric using items that map to Intercultural Competence(see Potential Substitute Items). It is very important that you use a rubric that makes sense in the context of your program.
3. If you develop your own rubric, please mirror the 5 performance level format used by the Assessment Working Group (i.e. Beginning/Transition/Developing/Transition/Sustaining). Using a uniform format will better enable us to aggregate results across Student Affairs.
See following pages for the Intercultural Competence Rubric & Additional Items
BEGINNING / TRANSITION / DEVELOPING / TRANSITION / SUSTAININGINTERCULTURAL
SELF-AWARENESS / Lacks awareness of own culture and cultural biases. Experiences cultural differences as a challenge to own identity. / Demonstrates emerging awareness of own culture and cultural biases. Mayfeel uncomfortable at times when exploring own and differing beliefs, but expresses a willingness and desire to learn and grow. / Articulates complex insights into own culture and cultural biases. Recognizes, takes responsibility for, and responds appropriately to cultural biases.
INTERCULTURAL
PERSPECTIVE / Interprets the experience of others primarilythrough own cultural perspective and/or is resistant or indifferent to acknowledging diverse perspectives. / Can identify more than one cultural perspective. May need situational support to acknowledge and/or integrate diverse perspectives. / Interprets cultural experiences from more than one perspective. Respectfully acknowledges experiences and diverse perspectives across cultural groups.
INTERCULTURAL
KNOWLEDGE / Makes no attempt to understand cultural systems and issues that are important to members of another culture in relation to history, values, beliefs or practices. / Attempts to understand cultural systems. Limited understanding results in the tendency to oversimplify issues important to members of another culture in relation to history, values, beliefs or practices. / Actively works to furtherunderstanding ofcultural systems, and encourages others to do the same. Can identify and discuss complex issues important to members of another culture in relation to history, values, beliefs or practices,.
INTERCULTURAL
COMMUNICATON / Lacks awareness of cultural differences in verbal and nonverbal communication. Avoids or is strongly challenged by communicating across cultural differences. / Demonstrates basic recognition of cultural differences in verbal and nonverbal communication. May require situational support to effectively communicate across cultural differences. / Demonstrates a strong awareness of cultural differences in verbal and nonverbal communication. Effectively communicates across cultural differences.
INTERCULTURAL
ENGAGEMENT / Does not seek interaction with other cultures. May have difficulty suspending judgment and interacting respectfully across cultural differences. / Seeks to understand and interact
with other cultures primarily through engagement in structured opportunities. May need situational support to recognize own biases and interact respectfully across cultural differences. / Seeks deeper understanding of other cultures by asking and exploring answers to complex questions, and developing meaningful and respectful interactions across cultural differences. Seeks to identify barriers to equity and inclusiveness, and to preserve the dignity of others.
Identifies and articulates one's own identities and cultures / Unaware of own multiple identities / Aware of primary identities, but not understanding secondary or invisible identities / Aware and understanding of own multiple identities and how they impact and relate to other people
Does not participate or resists discussions that help them learn about backgrounds different than their own / With encouragement participates in discussions that help them learn about backgrounds different than their own. / Actively participates in discussions that help him/her learn about backgrounds different than his/her own and encourages others to do the same
Seeks engagement with people different from oneself / Does not seek involvement with others different than oneself. / With encouragement seeks involvement with others different than oneself. / Seeks involvement with others different than him/her and encourages others to do the same.
Asks simple or surface questions about other cultures. / Asks deeper questions about other cultures and seeks out answers to these questions. / Asks complex questions about other cultures, seeks out and articulates answers to these questions that reflect multiple cultural perspectives.
Has difficulty suspending any judgment in interactions with culturally different others. Is unaware of own judgment. / May have difficulty suspending judgment in interactions with culturally different others. Is aware of own judgment and expresses a willingness to change. / Suspends judgment in valuing interactions with culturally different others.
Articulates the advantages and impact of a diverse society / Expresses attitudes and beliefs as an individual, from a one-sided view. Is indifferent or resistant to what can be learned from diversity of communities and cultures. / Has awareness that own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and cultures. / Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others' engagement with diversity.
Does not recognize the contributions diversity brings to campus and society. / Can articulate the contributions diversity brings to campus and society. / Values the contributions diversity brings to campus and society and encourages others to do the same.
Has a negative impact on others’ perspective of diversity / Has a neutral impact on others’ perspective of diversity / Participates in opportunities to have a positive impact on others’ perspective of diversity and encourages others to do the same
Identifies systematic barriers to equity and inclusiveness, then advocates for dismantling them / Does not show an interest in identifying systemic barriers to equity and inclusiveness or advocating for dismantling them / Shows a developing interest in identifying systemic barriers to equity and inclusiveness and expresses interest in advocating for dismantling them / Shows a strong and sustained commitment to identifying systemic barriers to equity and inclusiveness, actively participates in opportunities to dismantle them, and encourages others to do the same.
In interactions, seeks understanding, exhibits respect, and preserves the dignity of others / Approaches differing views or opinions from a resistant or negative perspective / Engages with differing views or opinions in a civil manner / Seeks to understand others before being understood when engaging with differing views or opinions. Does so in a way that is respectful and preserves the dignity of others
Does not treat team members respectfully by being polite and constructive in communication. / Inconsistently treats team members respectfully by being polite and constructive in communication. / Consistently treats team members respectfully by being polite and constructive in communication and encourages others to do the same.
Views the experience of others but does so through own cultural worldview. / Identifies components of other cultural perspectives but responds in most situations with own worldview. / Interprets intercultural experience from the perspectives of own and more than one worldview and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group.
Has a minimal level of understanding of cultural differences in verbal and nonverbal communication; is unable to negotiate a shared understanding. / Identifies some cultural differences in verbal and nonverbal communication and is aware that misunderstandings can occur based on those differences but needs support to negotiate a shared understanding. / Articulates a complex understanding of cultural differences in verbal and nonverbal communication (e.g., demonstrates understanding of the degree to which people use physical contact while communicating in different cultures or use direct/indirect and explicit/implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences.