The Capstone Product ( Found As An Attachment - 1671 Words

The capstone product (found as an attachment in the appendix) demonstrated how role-playing, student-centered activities, could help students to better understand the feelings of others when positioned with different forms of prejudice. This program was aimed to assist students to address their negative ethnocentric attitudes and demonstrate tolerance for other cultures’ uniqueness. The following was an overview of the project components that were incorporated into Contact, Conflict, and Cohesiveness program. Because there is a gap for student-centered programs in the area for community colleges and for adult ESL programs, this potential archetype could contribute a new form of curriculum for not just a local level but at a national level for community college as well. When planning this capstone project for an English as a Second Language program, there were some critical components that needed to be built-into this final product. First, the teacher needed to recognize a clear theme for the component being taught; a detailed topic to be addressed or a thematic section was included (Richards, 2012). The theme for this project included various forms of prejudice or negative ethnocentrism. A one-sentence goal was created as well as a description for the purpose of this project (Celce-Murcia, 2001). Therefore, one goal for this program was to improve adult ESL students’ negative ethnocentric behaviors with other cultures in a community college environment. From this, aShow MoreRelatedUop Bus 210 Syllabus2009 Words   |  9 Pagesan organizational change, etc.). Briefly describe your event and categorize the manager’s actions under each of the four functions of management (Use Appendix C as your guide). †¢ Post Appendix B and your responses to the questions as a single attachment. 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This makes the industry