NU-COIL が養成する３つの力
Multicultural Skills
Interdisciplinary
Global Skills

Problem Detection& Resolution Skills

MULTICULTURAL SKILLS RUBRICIn the context of NU-COIL, MULTICULTURAL SKILLS refers to the ability to comprehend not only
the surface level of aspects of the current Japan-U.S. relationship, but also the cultural background ofJapan and the U.S. including their respective historical and religious perspectives.
INTERDISCIPLINARY GLOBAL SKILLSIn the context of NU-COIL, INTERDISCIPLINARY GLOBAL SKILLS refers to the ability to use aninterdisciplinary perspective tocomprehend and debate global issues that transcend regional and national borders.
PROBLEM DETECTION & RESOLUTION SKILLS RUBRICIn the context of NU-COIL, PROBLEM DETECTION & RESOLUTION SKILLS refers to the ability tocollaborate with people from different cultural backgrounds in using interdisciplinary global skills to detect
and resolve problems.

Criterion

Knowledge

BASIC LEVEL (1)

INTERMEDIATE LEVEL (2)ADVANCED LEVEL (3)The student displays a basic or

The student is able to comfortably

The student displays a strong cultural

superficial understanding of own

recognize new perspectives regarding self-awareness and understanding of

cultural rules and of other cultures,

his/her own and other cultural rules,

other cultures. He/She is able tovalues and biases when asked.

values and biases as a way ofclearly explain his/her cultural identity

However, he/she still has some

objectively thinking about his/her

as well and explain the differences asdifficulty explaining them.

cultural identity. He/She can explain

a way of enhancing interculturalsome simple differences.

understanding supported byhistorical, societal or religious
perspectives.

MULTICULTURALSKILLS

The student can recognize cultural

The student can communicate

differences in communication styles

adequately in multicultural situations. effectively in multicultural situations.

The student can communicate

but is not able to adapt their own style He/She shows an adequate degree of He/She shows a complex
Communication Skills yet due to the lack of language ability

understanding of cultural differences

understanding of cultural differences

and/or exposure to the global

in communication styles and canin communication styles and cansituation.

adapt to them in some situations.

adapt to them effectively.

The student displays a willingness to The student can start and develop

The student is active in starting andinteract, but cannot initiate or develop interactions with people from different developing interactions with people
Attitudes & Behavior

interactions with people from different cultural backgrounds. He/She isfrom different cultural backgrounds.

cultural backgrounds. He/She has

starting to adjust his/her behavior

He/She is able to adjust his/her

minimal knowledge regarding

appropriately in multiculturalbehavior naturally and appropriately inbehavioral differences.

situations.

multicultural situations in a respectful

The student is unable to critically

The student is able to critically

The student is able to criticallyconsider and describe global issues.

consider and describe global issues.

consider and describe global issues.

manner.

Critical Thinking

Integration Analysis
INTERDISCIPLINARY
GLOBAL SKILLS

Global Perspective

He/She displays an understanding to He/She displays adequate awareness He/She delivers all the relevantsome degree, but there is a significant and understanding using relevant

information necessary to indicate fulllack of information.

information.

understanding.

The student is unable to explore and

The student is able to explore and

The student is able to present

analyze topics in a holistic way andanalyze topics in a holistic way andintegrative analysis in an innovative,

make valid connections acrossmake valid connections acrosscreative, and well-articulated way.

disciplinary or field perspectives.

disciplinary or field perspectives.

He/She can bring the interdisciplinary

His/Her insights from different

His/Her insights from different

insights together coherently andperspectives are not integrated

perspectives are integrated coherently effectively.

coherently or effectively.

or effectively.

The student displays global

The student displays adequate global The student displays a strong global

awareness and understanding toawareness and understanding.

awareness and understanding.

some degree. However, he/she is

He/She is able to explain theHe/She is able to clearly explain theunable to explain the differences ofdifferences of his/her cultural,differences of his/her cultural,

his/her cultural, societal, historical or societal, historical or religious identity societal, historical or religious identity
religious identity and others enough to and others, but unable to integrate

and others to the extent to integrate

integrate them into the argument orthem into the argument or discussion them into the argument or discussion

discussion presented.

presented effectively and coherently.

The student displays a limited ability

The student displays the ability to

The student displays the ability toto define a problem or issue.

define a problem or issue to andefine a problem or issue in adequate

adequate extent.

detail, doing so clearly andpresented in a highly effective andcoherent way.

Problem Discovery &Definition

insightfully.
The student is able to identify one or
Solution Proposal

The student is able to identify multiple The student is able to identify a variety

more approaches for solving a problem approaches to solve a problem, onlyof strategies for solving a problem,

but it does not always apply within asome of which apply within a specific which apply within a specific context.

specific context.

context.

The student contributes to some

The student contributes to the course The student makes a significant

PROBLEM

extent to the course project but

project and helps to facilitate theDETECTION &he/she is unable to work with theothers’ contribution to make the team engages with the others in a manner

others in a collaborative manner.

function well.

RESOLUTION SKILLSCollaboration

contribution to the course project andthat facilitates their contributions aswell as supporting them.

The student is able to implement theThe student is able to implement aThe student is able to implement asolution, but it does not always

solution, but is limited in the number

solution that encompasses all related

Solution

directly address the problem

of contextual factors considered.

factors. He/She has the ability toImplementation &discovered. He/She can only review

He/She can review and evaluate

review and evaluate solution results

Outcome Evaluationand evaluate solutions results

solution results with somewith deep and thorough consideration

superficially with no consideration ofconsideration of need for further work. of need for future work.

need for further work.