Abstract
Abstract The purpose of this research was to develop a new tool for assessing multicultural and international competency in faculty teaching through vignette scenarios of university classroom critical incidents – across disciplines of clinical and forensics psychology, business, and education. Construct and content validity of the initial draft vignettes and the associated scoring rubric was established by a panel of experts who approved the vignettes as consistent with current teaching models and multicultural and international competency models. Each vignette presented a critical incident needing resolution – a rupture in the relationship between the instructor and students vis-à-vis a diversity issue. These hypothetical ruptures took place in university classrooms in four different disciplines: clinical and forensic psychology, business, and education. The authors recruited ten faculty participants for the online study, who were personally known to the authors as interested in competency-related issues and who were teaching in graduate programs. Each participant responded to three questions for each vignette, which prompted their written feedback on (a) process and content issues surrounding the critical incident as well as (b) coaching for the hypothetical instructor on how to resolve the incident. Five scorers rated the participants’ written responses according to a five-point scoring rubric. In the data analysis, once statistical conclusion validity and interscorer reliability was established (Krippendorff’s α = 0.887), content validity was again explored by assessing whether the written responses were indeed captured by the guiding models. The results, which indicated preliminary validity and reliability of the vignettes and the rubric, suggest that the vignettes are worthy of further testing. These vignettes can also be used as discussion tools to stimulate dialogue in competency trainings for faculty.
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