1. North Seattle Community College International Business Bachelor of Applied Science Degree Dr. Terry Cox, Dr. Honorio Todino, Mr. Jesse Cooley

2. Overview Who we are Where we come from A bit about BAS degrees A bit about our pathway and students More on cultural competency Prior learning assessment for cultural competency Nuts and bolt Rules of engagement: Ask questions anytime If it appears to be a rabbit trail, we may defer until the end Enjoy! We promise not to make you late for lunch

3. One of four campuses in the Seattle Community College District Established in 1970 Serves over 14,000 students each year Introduced first Bachelor of Applied Science (BAS) degree in International Business in Fall 2013 North Seattle Community College

4. What is a BAS Degree? BAS = Bachelor of Applied Science Otherwise referred to as an Applied Baccalaureate Degree Pathway for students with 2-year technical degree to seek a 4-year bachelor degree Emphasizes and incorporates applied, hands on learning in curriculum First BAS programs in Washington State began in 2007

5. International Business – BAS Degree This degree was approved in May 2013 by State Board and first cohort of students began in September 2013 During degree development business owners, upper management and HR representatives in international businesses were interviewed FedEx, UPS, Port of Seattle, Amazon, Boeing, Small Business Development Center, Red Arrow Logistics, Chambers of Commerce All interviewees stress importance of graduates and employees that had cultural competence, awareness and sensitivity

6. I-BEST Pathway Integrated Basic Education and Skills Training 2 instructors working together ABE/ESL students learn basic math and English skills in the context of workplace skills for a particular job pathway Accounting I-BEST feeds the certificate which feeds the degree, which is aligned with BAS requirements.

7. International Business – BAS Degree Cohort consists of 13 students and includes students born in China, Colombia, Bulgaria, Moldova, Zambia, Iran, Ethiopia, and the United States All are naturalized citizens of the USA, but international students may apply for future years

8. International Business Practicum Created IBN 350 – International Business Practicum Student must work, volunteer or travel within a secondary culture and be immersed in the other culture Cultural immersion should align with foreign language studies Course Goal: To ensure all International Business students gain some exposure to a second language/culture. Course Outcomes: Discuss the culture of choice, and specific business practices unique to that culture. Compare the culture experienced in the practicum to the students culture of origin. Many students in the cohort grew up, attended school, and/or lived in other countries aside from the USA, making the USA their immersion experience and these students are eligible for credit for prior learning

9. International business research on competencies Radebaugh (2013) synthesized results of 6 studies Pursue self awareness and continuous development Pursue awareness and appreciation of others' differences International Business Practicum

10. Develop ability to assess intercultural performance in social or business settings (Hunter, 2004) Develop ability to identify cultural differences in order to compete globally (Hunter, 2004) Develop a nuanced/complex understanding of culture as a concept and the deep/complex/dynamic nature of culture (Olson, Evans, & Shoenberg, 2007) International Business Practicum

11. Prior Learning Assessment (PLA) enables individuals to earn credit and recognition for the skills and knowledge they have already acquired. Current changes in higher education, the economy and society in general provide the impetus and context for the development of policy and guidelines on assessing prior learning. Prior Learning Assessment

12. Washington State attempts to provide adults with opportunities to earn credit for what they know and can do. High education costs, scarce resources and pressure to acquire meaningful credentials have created the need for many adults to progress from where they currently are – not to repeat what they already know and can do. Prior Learning Assessment

13. Prior learning assessment methods include: Portfolio development Course challenge and oral examinations Standardized tests Assessment by portfolio is a process through which a student documents that college-level learning experiences have been obtained through non- college experiences. Prior Learning Assessment

14. Prior Learning Portfolio (adapted from Polk State College) Cover page Table of contents Request for Prior Learning Assessment Credits form Course syllabus/syllabi with detailed course learning outcomes Autobiography Resume Goal statements Chronological record Multi-page essay about knowledge acquired/significant learning outcome in response to cross-cultural competency questions Bibliography Appendices Prior Learning Portfolio

15. Option 1: PLA for immigrants and foreign born students Option 2: PLA for American born students with international experience Option 3: Conventional option to take the course with cultural immersion options College study abroad Self-study abroad Self-study in American ethnic community Practicum Fulfillment Options

16. Thank You Dr. Honorio Todino – honorio.todino@seattlecolleges.edu 206-934-7504 Mr. Jesse Cooley – jesse.cooley@seattlecolleges.edu 206-934-6131 Dr. Terry Cox – terry.cox@seattlecolleges.edu 206-934-7798