A Cross-Canada Dialogoue on Post-secondary Intercultural Certifications Thompson Rivers University & Wilfrid Laurier University Mike Boylan, Wilfrid Laurier University, Brad Harasymchuk and Ashley Berard, Thompson Rivers University Wilfrid Laurier University - Intercultural Certificate Thompson Rivers University - Global Competency Certificate TRU’s strategic priorities encourage: “Programs and practices that support diversity, inclusion and intercultural understanding between our Indigenous, local, regional and global communities.” Research shows that for students who do study abroad, travel alone is not enough to push them toward effective global citizenship. Something more is needed if we desire to improve their intercultural effectiveness. (Lederman, 2007) The Intercultural Certificate strives to support participants' development of intercultural skills, knowledge and attitudes that stimulate a commitment to lifelong learning and strengthen their ability to support and understand a globally diverse world. The Deardorff model focuses on developing attitudes, skills and knowledge which lead to both internal (changes to oneself) and external (changes in one’s interactions with others) outcomes. This cyclical process emphasizes fluidity and the non-linear nature of developing intercultural competence. Maggie Zhang, an International Student on Laurier’s Brantford campus thought the certificate program was a great way to meet new students and that it provided a safe environment to share her voice:“When I arrived in Canada I was not familiar with the Canadian culture and the Intercultural Certificate program provided additional insights not only into Canadian culture, but into other cultures as well.” Kyra Zahn, hopes to secure a teaching position after graduation. When she heard about the Intercultural Certificate program, she knew that she had to enrol: “Today’s classrooms are filled with diversity, and this program gave me the tools I will need to better understand the future students in my class.” Contact Laurier International ✉globalengagement@wlu.ca TRU Global Competency Certificate The TRU Global Competency Certificate gives students an opportunity to share their global knowledge, skills, attitudes and values. The Certificate is designed to foster globally competent learners and recognize the activities undertaken by a student enrolled in a credit program at TRU. Students complete the following components: 1. Earn and compile 12 points (next slides) 2. Enroll in GLBL 1000 (1 credit course). Only 1 hour of in-class time. 3. Create an e-Portfolio. 4. Develop a give back piece – present a poster, give a presentation, create a YouTube video or blog, etc. 5. Write a reflective essay (600-1000 words) Points Categories: Must have 12 points in 2 or more categories Category A - Additional Languages 12 credits in one language 5 Proficiency in another language 5 Category C - Experience in Canada with an Intercultural Focus Credit Course Category B - International Experience Study Abroad 5 Co-op, Internship, Practicum 5 TRU International field course 2-3 International volunteer experience 3 Other international experience 2-3 Military service 2 2 Service Learning Course offered by TRU 2 Volunteer or employment for TRU 2 Category D - Experience in Canada with Intercultural focus completed via organizations external to TRU Credit Course offered by another Institution in Canada 2 Service learning course offered by other Institution in Canada 2 Volunteer or Employment in Canada 2 What do students walk away with? •Students earning this credential will have it formally noted on their official TRU transcript, will have it acknowledged at TRU convocation ceremony and be given a certificate. •Documented evidence of the knowledge, skills, values and attitudes of a globally-minded citizen. Stephanie Tate is one of the 210 students who have taken Global Competency in the past 4 years. She described her experience, “This certificate allowed me a space to articulate my learning in a cultural context. Global Competency gave me the chance to reflect on my experiences in Kamloops and internationally.” 1) How do your students create meaning around “global competency” and “intercultural awareness?” 2) How do we as intercultural educators incorporate the Truth and Reconciliation calls to action into these certificates and similar programs?