Empowering Global Citizens

this approach is that the design of the curriculum has to start with the ex—

plicit identification of the competencies that define a globally competent

graduate. Those competencies can then be used to map out the sequence

of the curriculum and the pedagogies that support the development of

those competencies.

We defined those competencies as encompassing intercultural competency,

ethical orientation, knowledge and skills, and work and mind habits:

1. Intercultural competency

This includes the ability to interact successfully with people from

different cultural identities and origins. It encompasses interperson—

al skills as well as intrapersonal skills and ways to govern oneself in

the face of cultural differences.

A Interpersonal Skills

1.

iii.

iv.

Work productively in and effectively lead intercultural
teams, including teams distributed 1n various geographies
through the use of telecommunication technologies
Demonstrate empathy toward other people from different
cultural origins

Demonstrate courtesy and norms of interaction appropri—
ate to various cultural settings

Resolve culturally based disagreements through negotia—
tion, mediation, and conflict resolution

B. Intrapersonal Skills

1.

ii.

iii.

iv.

Curiosity about global affairs and world cultures

The ability to recognize and weigh diverse cultural
perspectives

An understanding of one’s own identity, of others’ identi—
ties, of how other cultures shape their own and others’ iden—
tities, and of where one is in space and time

The ability to recognize and examine assumptions when

engaging with cultural differences

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