CROSS-CULTURE EXPERIENTIAL RUBRIC ACTIVITY GUIDE
The following Guide contains activities that a faculty member could add to a course, pre-departure orientation, experiential learning activity, or guided trip abroad to help students build cross-cultural skills noted in the Cross-Cultural Experiential Rubric. Please note that every skill in the rubric does not have sample activities. Also, some activities are listed under more than one skill.
2.0 Cultural Worldview and Knowledge
Rubric Level 1: Appears to understand how culture contributes to one’s worldview
Sample Assignment: Face Game
Find 5 pictures (of varying ethnicity and gender) on the internet. Find faces associated with news stories or announcements about them that contain some biographical information.
Print one image per sheet and distribute them in the class. After passing the pictures out to the students, ask students to study the picture and write a paragraph or two description of the person based on their perception of the person from the picture. The description must include:
- Family life
- Educational background
- Socio-economic status
Potential religious background/beliefs
optional data: mood state, personal characteristics such a number of friends.
Put the pictures up on the screen, and ask the students to read out the descriptions they wrote. Students need to explain how they came to those descriptions of the person and the relationship of the description to their personal experiences or the physical appearance of the person.
Explanation: This is a benchmark level 1 assignment because no research is done on the actual culture, it is just supposition or knowledge the student currently has on the ethnicity of the person in the image.
Rubric level 2: Provides at least one example of how culture contributes to one's view of the world. No analysis present.
Sample Assignment: Information Report Writing Assignment
Each student will develop an information report describing the international issue they learned about from the interview. The report should include the following sections:
Issue Summary – 1 to 2 paragraphs
Issue Background– 1 to 2 paragraphs
- How long has it persisted?
- What is/are the primary causes of the issue?
- What (if any) are the secondary causes of the issue?
- What is/are the primary effects of the issue?
- What (if any) are the secondary effects of the issue?
Proposed Solutions – 1 to 2 paragraphs
- Have there been proposed solutions to the issue?
- Have they been implemented?
- If yes, what have been the results?
- If no, why not?
- What alternative solutions may be applied?
Explanation: This assignment requires students to demonstrate a complex understanding of a particular issue. Depending on answers, students could probably achieve a higher milestone.
Rubric Level 3: Provides obvious examples of how culture contributes to one’s view of the world. There is limited analysis present.
Sample Assignment: Global Services Lesson 6 Student Presentations of Haiti Leisure Programs
You are employees of the Rochester YMCA, which is sending a team of volunteers to Port au Prince, Haiti for one week to provide recreational services and supplies to Haitian children, young adults, families, and seniors. The Rochester YMCA received a grant from Dick’s Sporting Goods to fund this trip. As members of this volunteer team, you will develop a preparation plan that demonstrates to your funding source that you have adequately prepared for this cross-cultural experience and that the recreational services and supplies you will be delivering will be well-received by the Haitian people. This preparation plan should take into consideration cultural elements including (but not limited to): history, religion, gender, power relations, norms and values, time orientation, politics, and economic systems.
Explanation: This assignment requires a sophisticated understanding of Haiti to be able to propose a leisure program that will be “well-received by the Haitian people.”
3.0 General connection of experience to personal growth
Rubric Level 2: Identifies and connects to cultural experiences that similar and different to one’s own
Sample Assignment: Diversity Assignment
Interview ONE person who is from a different country. You would need to prepare a power point presentation. Images from the country you are researching should be included based on the relevant information.
Each student is required to choose a specific country and conduct a country analysis using sites like CIA World Factbook and other Web-based resources to gather information on the following areas:
Provide a brief description on the background of your interviewee without disclosing his or her name. Don’t forget to mention that their name and identity will not be disclosed during your interview.
Based on the communication, develop a culturally sensitive inclusive leisure program considering the background of the individual and identify the major components that helped both of you to make the decision.
Summarize any similarities or differences between you and the interviewees. Speculate as to the reasons for these similarities or differences.’
Identify your idea of the country before and whether it changed based on the interview. If so, what were some of your thoughts that changed?
Articulate your thought on the overall experience with the interview and judge the effectiveness of this assignment on building awareness on a culture that is different from their own. You will need to hand over this one page summary along with the PowerPoint presentation.
To read the full assignment:
Explanation: This assignment requires that students learn about another culture through their own cultural lens. One of the steps requires students to identify cultural experiences that might be similar or different to their own, which is why the assignment could reach a level 2.
4.0 Connection of Cultural Experiences to Academic Context
Rubric Level 3 or 4: (3) Applies cultural experiences to academic content and can take academic constructs and apply them to understand cultural experiences or (4) Integrates cultural experiences to broaden the understanding of theoretical concepts and other complex activities
Sample Assignment: Demographics Lesson 6 Conclusion
Write a brief response to the following questions. If one has time, share with 1-2 neighbors.
- How well do the family histories analyzed in our class correspond with
the following quote?
Among the main reasons explaining why it is so difficult to generalize about the causes and consequences of migration are the diversity and complexity of the phenomenon as well as the difficulty of separating migration from other socio-economic and political processes. Moreover, it is often difficult to combine macro- and micro-level theories of migration. This has led scholars to conclude that there will probably never be a general theory on migration. — Hein de Haas, 2008
- What difference would it make if our class sampling was more globally representative, rather than primarily US-focused?
For more on the assignment:
Explanation: This reflection activity requires students take
personal family histories and examine how they reflect larger migration trends
and socio-economic and political processes. They can infer similarities and
perspectives other than their own if they answer the second question by reflecting
on how the family histories might differ if the class had a more globally-representative
5.0 Cultural Self Awareness
Rubric Level 2: Shows awareness of own cultural preferences and biases and indicates a preference for one’s owns
Sample Assignment: Name Game
Ask each student their name and then ask them the following:
Why were you given that name?
Is it linked to another person in the family? how?
What are the naming conventions in your family? is that convention related to your cultural background?
What does your name mean?
Do you like your name?
If you could rename yourself, would you?
Do you think your name affects the way people interact with you?
Explanation: This is a great activity for helping students start to gain some surface awareness of their own culture.
Assignment: Study Abroad/Faculty-led Trip Reflection
Post study abroad questions allowing for reflection on the experience
- Goals and outcomes of the trip: be bold and flexible; type of course offered lends itself to openness of; goals—teach the course; get students to see what they learn from each other; challenge them in ways never challenged before; deal with small and large problems
- Reflections on student self-awareness
- Extent of learning from others
- Level of cross-cultural understanding gained
- Student/faculty plans for the future
Explanation: Students are required to reflect on the experience, though these prompts do not specifically guide the student to higher levels of awareness as noted in the rubric.
Assignment: Icebreaker Discussion for COIL Activity
Please use this blog space to post an introduction that includes:
- Your name
- Where you live (rural area, town, city)
- What you’re studying in college
- Your career aspirations
- One question you have about each other’s countries
- Post a picture of one or more of the following:
- Favorite quote or saying
- Favorite place to visit/vacation
- Favorite food/cuisine
- Favorite work of art
- Favorite book
- Favorite movie or theatrical production
- Favorite hobby/sport and/or other pastime
Describe and share what makes your favorite meaningful to you.
Please read and respond to at least 4 of your (local and international) class colleagues’ introductions by:
- Sharing commonalities and/or differences
- Asking questions
Explanation: This assignment asks student to identify commonalities and differences in the answers. Responses could reach the third level of this skill if they adequately recognize new perspectives.
Rubric Level 3: Recognizes the way others view one’s own culture; and is comfortable with “other” perspectives.
Sample Assignment: Cultural Compass Activity
Pass out “Cultural Compass” to the students.
To students: “Your readings describe the enormous influence that culture can have on health and the ways in which people interact with health resources. This exercise will help students think about their own culture(s) and the cultural messages that these cultures may impart about health.
Instructions for the Cultural Compass:
- “First identify the culture(s) to which you belong. Culture can be based on many things such as: race or ethnicity, religion, the area in which you live (e.g. city or farm culture, your occupation (e.g. student culture), hobbies or abilities (e.g. gaming culture).
- “After you have listed all of the cultures with which you identify, circle one that is very important to you, or one from which you received lots of health-related messages.
- “In each corner of the compass, list the beliefs or messages that you received as a member of your culture about these things. What messages, for instance, did you receive about what you should do or be as a man or a woman? How do people in your culture act when someone they love is very ill or dies? What about mental illness, which is emphasized in our readings and videos?
Once students have completed the activity, lead a discussion in the messages that they received and the ways in which those messages have influenced their lives and health-related behaviors.
To read the full assignment: http://www.global-workforce.globalization101.org/health-lesson-4-cultural-compass-activity/
Explanation: Students are required to recognize how different cultures, including their own address health issues.
7.0 Understanding of Global Context and Impact
Rubric Level 2: Analyzes ways that human actions influence the natural and human world.
Sample Assignment: Sustainability: Olympic Bid Project
Students will deliver a presentation and written report from the perspective of a bid city organizing committee. The goal is to persuade the audience to vote for your city to host the 2020 Olympic summer games. Presentations and reports will be based on 5 elements for hosting the Olympics:
- National/Regional/Bid City Characteristics
- Environmental Protection
- Olympism, Culture and Legacy
- Facilities, Venues, Infrastructure, and Accommodations
To view the complete assignment:
Explanation: This assignment requires that students explain the interconnectedness among local and global communities, and the natural and physical world. Since it does not require a position on how the student relates the world, this assignment only reaches the level of Milestone 2. If a third element was added to the assignment requiring the student to reflect on he or she relates to the issues at hand, this assignment could reach level 3 or 4 in the rubric.
Rubric Level 3: Evaluates the global impact of one’s own and others’ specific local actions on the natural and human world
Sample Assignment: Sustainability Lesson 6 Hook
Place students in pairs or groups. Have them compare and discuss the results of their Personal Energy Meter evaluations.
As a class: On the board (or map) chart some of the countries compared and share some of the results.
Individual quick response: Briefly explain to your “citizen for comparison” from another country why your energy usage compares to theirs as it does.
National Geographic Society, “Personal Energy Meter” found midway down “The Great Energy Challenge” webpage (n.d.). Retrieved from: http://environment.nationalgeographic.com/environment/energy/great-energy-challenge/?source=NavEnvEnergy
For more on the assignment: http://www.global-workforce.globalization101.org/sustainability-lesson-6-hook/
Explanation: This assignment requires that students respond
to a series of statements about their personal sustainability choices and compare
them with the choices made by others living in another country. The level of
self-analysis and reflection makes this activity a Milestone 3 activity for