Intercultural Skills for a Diverse World

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Mono to interRequest for Proposal

The UU Leadership Institute wishes to offer a class designed for UU lay and professional leaders in Intercultural Competency and the Developmental Model of Intercultural Sensitivity (DMIS).

  • Description of the proposed course:
    • The class will provide UU lay and professional leaders the knowledge and experience to the Developmental Model of Intercultural Sensitivity and Intercultural Competency lens in UU leadership
  • To whom the course would be directed:
    • Ministers who missed the Who Are Our Neighbors program or want a review, Religious Educators who have not had the opportunity to be trained, lay leaders who want this knowledge, groups from congregations who want to use this model in self-development and/or as a lens in their ministry within their congregation
  • Goals:
    • This course will provide a training in the DMIS equivalent to a one day Who Are Our Neighbors training, discussion opportunities, “homework” assignments designed to engage with the particular stages of development, information on using this lens in UU settings
  • Learning objectives:
    • Participants will understand the DMIS, be able to recognize expressions of the developmental stages, and understand the interventions needed in the main stages seen in UU settings.
  • The instructor’s qualifications:
    • The instructor(s) should have been trained by the Unitarian Universalist Ministers Association (UUMA) as a “Who Are Our Neighbors” trainer, or has successfully completed the 2 day “Facilitating Cultural Change” training of trainers with One Ummah Consulting.
    • The instructor should also have had their own IDI (Intercultural Developmental Inventory) done and be aware of their own stage and trailing edges.
    • The instructor should have technical skills and a pedagogical understanding of online learning and presentations
    • We will pay an honorarium once the semester is successfully completed.

Possible Syllabus

  • Session 1: Framework of intercultural competency, definitions, culture, intercultural competency skills
  • Session 2: Overview of DMIS stages and Denial (two videos)
    • Homework possibility: online brainstorm of naive questions
  • Session 3: Polarization and Minimization (two videos)
    • Homework possibilities:
      • local group does stereotype wall, cultural strengths, and adapted social identification pick 5
      • online discussion group does adapted cultural strengths and adapted social identification pick 5 and a new polarization activity
  • Session 4: Acceptance and Adaptation and D.I.E. model
    • Homework possibilities
      • local group does what is “on time” exercise, box on head, and diversity F’s
      • online group has discussion about “on time”, box on head, and adapted diversity F’s
  • Session 5: Learning Integration: review of the stages, how each stage interacts with power including Anti-Oppression models, chance to practice identifying expressions of the stages
    • Homework possibilities:
      • Banning Halloween in online discussion software
      • Post provocative article on an issue of social difference to Facebook, engage in discussion with the DMIS in mind, print or screenshot, black out names, and discuss which stages are seen with online group or local group.
  • Session 6: What now?: Deeper information about what is needed in UU congregations (polarization to minimization and minimization to acceptance) and possibilities for next steps in training or use in congregations

How To Submit a Proposal

A proposal should include:

  • A cover letter that summarizes the course proposal, describes the instructor’s qualifications, and a short explanation of how you see this knowledge being useful and/or necessary for UU leaders.
  • A draft syllabus with the course title, titles for the six modules with brief descriptions, goals, learning objectives and bibliography for each module. Each of the six modules should include:
    • 20-40 minutes of recorded presentation
    • Curated readings (book chapters or articles)
    • Optional homework assignments to engage in the stages presented
    • Additional videos
    • Materials for in-person sessions that can be led by a local facilitator
    • Optional resources
  • A description (or, preferably, a link to a sample video presentation) of ways that you make your recorded online presentations engaging.
  • Example of the powerpoint slide deck you have used to present this material
  • Names and emails of three references who can speak to your presentation/teaching skills.

All submissions must be sent electronically to rruchotzke@uua.org, with all of the required elements in one email.

Deadline: December 15, 2015

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