Students Will Write A 3-Page Reflection Statement While Disc ✓ Solved

Students will write a 3-page reflection statement while disc

Students will write a 3-page reflection statement while discussing personal and professional growth related to Intercultural Competence. Use the Intercultural Competence VALUE rubric to assist you with assessing your own intercultural competence. Reflect on the knowledge, skills and attitudes you researched and explored for your poster. The reflection statement should describe how your research poster (artifact) aligns with the Baccalaureate Learning Outcome of Intercultural Competence and how you have grown from participating in the assignment.

Use the following steps to guide you in writing your reflection:

  1. A brief description of the artifact/assignment and a rationale for how the artifact aligns with the knowledge, skills and attitudes listed on the VALUE rubric for Intercultural Competence.
  2. Student includes a self-score of each criteria and demonstrates an examination of the learning process, showing what learning occurred, how learning occurred, in addition to how newly acquired knowledge or learning altered existing knowledge.
  3. Identify how you have grown as a learner and a professional during your course work in regards to the BLO, Intercultural Competence. Give one detailed example.
  4. Identify how you plan to apply what you have learned from participating in the assignment to your future goals. Give one detailed example.
  5. Proof read your work as you are also graded on your language skills.

Paper For Above Instructions

Intercultural competence refers to the ability to effectively communicate and interact with individuals from different cultural backgrounds. This competence has become increasingly important in our global society, where diverse interactions are commonplace in both personal and professional settings. This reflection statement explores my growth in intercultural competence achieved through the completion of my research poster assignment, which serves as a tangible artifact of my learning and development in this area.

The artifact associated with this reflection is my research poster titled “Bridging Cultures: The Impact of Intercultural Communication.” This poster presented findings on various aspects of intercultural communication, including strategies for overcoming language barriers and understanding non-verbal cues. It was constructed with specific reference to the Intercultural Competence VALUE rubric, which outlines key knowledge, skills, and attitudes essential for developing intercultural competence. The alignment with the rubric is clear as the poster includes analysis and recommendations that reflect an understanding of cultural sensitivity, adaptability, and appreciation for diversity. This particular project required extensive research and critical thinking, enabling me to delve deep into what constitutes effective intercultural communication.

According to the VALUE rubric, I self-assess my understanding of the criteria for intercultural competence, which encompasses knowledge, skills, and attitudes areas. In the knowledge section, I would rate myself a 4 out of 5, indicating that while I have a strong understanding of the theoretical foundations of intercultural communication, there is still room for further knowledge enhancement. In skills, my self-score would be a 3.5 out of 5 since I am still developing practical skills for effective involvement in intercultural situations but have gained substantial experience through interactions in course discussions. For attitudes, I confidently rate myself as a 5 due to my established commitment to embracing cultural diversity and my inherently open-minded posture toward learning from others. Throughout the learning process, I developed new insights regarding my previously held notions about other cultures and discovered the limitations of my perspectives.

My journey towards becoming a more competent intercultural communicator has profoundly influenced both my academic and professional aspirations. I have particularly grown in my ability to listen actively and approach intercultural exchanges with sensitivity. For instance, during a group project with peers from different countries, I initially struggled with language nuances and varying communication styles. Over time, I learned to appreciate our differing approaches and grew comfortable navigating them to facilitate effective collaboration. This experience has shown me the importance of patience and respect in interactions with others, allowing me to build more meaningful connections across cultures.

Looking to the future, the lessons I have learned through this assignment will be invaluable as I pursue a career in international relations. I aim to integrate these intercultural competencies in my professional life by actively seeking opportunities that involve working with diverse groups. For instance, I plan to volunteer with organizations that focus on cross-cultural communication initiatives. This hands-on experience will provide me with further opportunities to practice and enhance my intercultural skills while fulfilling personal goals of fostering inclusivity and understanding in global contexts.

In conclusion, this reflection on my assignment and the associated artifact has illuminated the multifaceted nature of intercultural competence and my personal growth journey in this area. The alignment of my research poster with the Baccalaureate Learning Outcome demonstrates a critical understanding of the necessary knowledge, skills, and attitudes while providing a platform for enhanced cultural awareness and professional development. As I engage further in diverse interactions in both academic and professional settings, I am committed to applying and expanding upon what I have learned, addressing my existing knowledge cliches to facilitate deeper understanding and effective collaboration.

References

  • Deardorff, D. K. (2006). The identification and assessment of intercultural competence as a student outcome of internationalization. The Journal of Studies in International Education, 10(3), 241-266.
  • Fantini, A. E. (2009). Assessing intercultural competence: Tensions and directions. The Intercultural Profiler.
  • Hammer, M. R. (2011). The intercultural development inventory: A new challenge for students and a new opportunity for teachers. International Journal of Intercultural Relations, 35(3), 403-411.
  • Hofstede, G. (2011). Dimensions of national cultures in fifty countries and three regions. International Business Review.
  • Kim, Y. Y. (2001). Becoming Intercultural: An Integrative Theory of Communication and Cross-Cultural Adaptation. Sage Publications.
  • Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. Intercultural Competence: Interpersonal Communication Across Cultures, 2, 241-268.
  • UNESCO (2006). Guidelines on intercultural dialogue and the prevention of violent extremism. United Nations Educational, Scientific and Cultural Organization.
  • Vandersteen, J. (2014). Intercultural communication competence: A comparative study of the effectiveness of intercultural training programs. Business and Professional Communication Quarterly, 77(3), 371-390.
  • Wang, C. (2015). Enhancing intercultural competence through community-based learning. Journal of Community Engagement and Scholarship, 8(1), 5-15.
  • Zhang, J. (2017). Developing intercultural competence in a globalized world: A critical review of the literature. Journal of International Education in Business, 10(1), 68-81.

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