Speech@ CSU shaping culturally competent graduates

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Speech@ CSU shaping culturally competent graduates by Mind Map: Speech@ CSU  shaping culturally competent graduates

1. What would we LIKE to do in future

1.1. Build links with training programs in Asian/Pacific countries : Vietnam; Malaysia; Hong Kong; New Zealand;

1.2. Build links with communities throughout Wiradjuri country: Condobolin, Lake Cargellico; Breewarrina; Albury; Wagga

1.3. Develop a version of SCI301 that students could use to undertake experiential learning activities in culturally diverse communities WITHIN Australia - in similar way to current international programs.

2. What are we doing now?

2.1. subject objectives

2.1.1. 101/103/214/404/414[CBOS]

2.2. teaching content

2.2.1. e

2.2.1.1. HIP 100

2.2.1.1.1. cultural determinants of health

2.2.1.2. 101 : linkages b/n language & culture; learning IPA; LOTE learning and teaching activity

2.2.1.3. 103: 'Context' = one of the 3 central elements of this subject. Culture as a context : Students undertake a project that builds their awareness about one element of culture; students undertake workshops with local ESL groups and/or visit Bonegilla..

2.2.2. Year 2:

2.2.2.1. 201: 'Under 'personal factors' which might put young kids 'at risk' for speech sound development;

2.2.2.2. 204: cultural perspectives on disability

2.2.2.3. 214: - Discuss within module on 'working with families'. - Subject objective = "Ax & Intervention for culturally diverse community"

2.2.3. Year 3:

2.2.3.1. 308: bilingualism in Aphasia: working with interpreters

2.2.3.2. 312: Diet modification/food and socialization. Assessment case studies: Italian and Filipino

2.2.3.3. 314

2.2.4. Year 4:

2.2.4.1. Nothing in content of academic subjects; experience on clinical placements is variable.

2.3. assessment items

2.3.1. 101 - LOTE

2.3.2. 103 Group Project

2.3.3. SPH 411 portfolio reflections on graduate attributes

2.4. practicum experiences

2.4.1. Optional 'Vietnam' placement

2.4.2. Optional Condo placement

3. What SHOULD we do in the future

3.1. teaching content

3.2. learning opportunities

3.3. self-directed learning modules

3.4. generic resources

4. Exploring diversity - of language and of culture is stimulating and FUN!

5. course objectives

5.1. There is nothing currently in the course objectives about cultural competence. Could be easily modified to add phrase like 'preparing graduates for clinical practice in the multi-cultural communtiy of Australia'

6. What do we mean by 'cultural competence'?

6.1. competence

6.1.1. able to provide services to all Australians - no matter what language or cultural background they come from.

6.1.2. has knowledge base - understands bilingual language development/ indigenous history; immigration and refugee history

6.1.3. Has set of generic and specific skills : narrative interviewing; ethnographic assessments; workign with interpreters; using translated assessments; liaision with cultural informanats; uable to use ABS website to identify diversity frelevant to clinical palcement sites.

6.1.4. Has a positive attitude to diversity.

7. why bother?

7.1. Revised CBOS = nudge

7.2. CSU Degree Iniative = big stick

7.3. CSU Indigenous Education Initiative

7.4. NHMRC guide to cultural competence in health

7.5. Ongoing engagement with indigenous communities in Wiradjuri country, NSW

8. Curriculum threads

8.1. We've always had cultural diversity as one of the over-arching threads in our curriculum - but this has never been translated into content of subjects or focus of assessment.

9. WHY