Cultural Agility continued from page 25
| Goal | Outcome | Measure |
|---|---|---|
| Synthesize the relationships between conclusions, limitations and to implications informed by agile reasoning on cultural and intercultural approaches to the idea of “success” | Students will examine the role of design thinking’s conclusions, implications, and limitations on outcomes associated with the idea of “success” in problem solving and solutions implementation | 80% of students will compose reflective writing on career, professional goals that synthesize the role of cultural agility in personal, career, and professional activity and effectively combine cross-cultural ideas of success in performance based work situations and environments |
“Learning that Works” will promote career-readiness conversations through emphasis on Design Thinking within a human’s approach. Students will create an e-portfolio and, at regular intervals, report on their progress in developing their skills and understanding of both of these core concepts. In the fall 2018, the faculty QEP committee designed three new courses associated with the QEP, described below. This will be the initial point of purchase for the idea and for acquainting students with the ideas of robot-proofing. The three courses will expose them to ideas of progress and the outcomes of notions of progress across time. Progress is a part of the decision-making process and has specific outcomes which students will be asked to evaluate and assess for efficacy and impact. As discussed below, the third class will center on a student-led applied project with teams composed of students from varying majors with the purpose of measuring their levels of learning, ability to apply key concepts, and design and complete a project of meaning to an external or an internal stakeholder, depending on the project selected. For pre- and post-testing, students will complete the CliftonStrengths Finder assessment in the first semester for their enrollment at Kentucky State as part of their mandatory BREDS college-transitions coursework. The results of these will be integrated into the newly created human’s courses to enable students to better grasp their emerging senses of self. At the end of the first year, students will complete the Entrepreneurship Readiness Assessment offered by the Small Business Association with the results integrated into the second course in the human’s sequence. The third course in the human’s sequence involves the capstone project. At the end of their capstone course, students will take the American School of Entrepreneurship Aptitude Questionnaire (or an equivalent assessment). These will be triangulated to determine students’ understanding of and ability to apply and recognize the concepts of human’s and Design Thinking for robot-proofing the future.
Between years one and two, faculty members will collaborate on assignments and integrated opportunities to promote and enhance Design Thinking opportunities in classes. Assessment of these efforts may include common examination or writing prompts across courses; design and implementation of learning communities and linked cohort courses to better track student achievement and learning gains; and, ultimately in the junior year, students will take the Myers-Briggs Inventory and complete a career portfolio that includes a letter of application, resume and work sample that expresses their grasp of how Design Thinking and humanics can transform the career opportunities associated with the their discernment of a career goals and types. It is our expectation that the courses in writing, speech, natural sciences, mathematics, and social sciences will intersect with the humanics courses to allow for alignment and repetition of applied learning opportunities as well as reflective writing on intellectual