Welcome! This portfolio is part of my submission for the Global Competency Certificate at Thompson Rivers University. The Global Competency Certificate recognizes students who have demonstrated intercultural understanding and global awareness through academic, professional, and volunteer experiences. It highlights a commitment to developing the skills, knowledge, attitudes, and values necessary to thrive in an increasingly interconnected and culturally diverse world. Whether through language learning, cross-cultural communication, or global engagement, this portfolio showcases my journey toward becoming a more globally competent individual.
INTRODUCTION
Hello, my name is Bensly Pierre. As a final-year Computer Science student at Thompson Rivers University, my journey has been deeply shaped by my multicultural experiences. Having lived in three countries, traveled to eight, and speaking five languages, my life has been an ongoing immersion in diverse cultures.
These experiences have sparked a personal mission: to foster spaces where cultural exchange and understanding thrive. Whether through technology, leadership, or language, I am dedicated to creating opportunities for communities to connect, grow, and celebrate their uniqueness. This portfolio reflects my belief in the transformative power of cross-cultural engagement evidenced through my academic, professional, and volunteer endeavors.
This portfolio is not just a reflection of the points I have earned but a testament to my ongoing commitment to global engagement and personal growth. It highlights my journey toward becoming a more globally competent individual, dedicated to bridging cultures, fostering mutual understanding, and making a positive impact in every community I am a part of.
CATEGORIES
Global competency, to me, is not simply about navigating cultural differences, it is about embracing them with empathy, curiosity, and respect. It is the ability to engage meaningfully with people from diverse backgrounds, to communicate across languages and cultures, and to foster inclusive spaces where everyone feels valued and heard. Over the years, my experiences have taught me how vital these skills are, whether in academic settings, professional environments, or community initiatives.
The following sections highlight key areas in which I have demonstrated and developed global competency throughout my academic, professional, and personal journey at Thompson Rivers University and beyond. Each submission represents a unique experience that has shaped my worldview and enriched my understanding of cultural diversity, global citizenship, and intercultural collaboration.
English Language Proficiency
Growing up, French and Haitian Creole were the languages through which I first understood the world. Learning English as a third language expanded my horizons in ways I never imagined. It not only gave me access to new opportunities but also allowed me to bridge cultural gaps in both personal and professional settings. Mastering English has enhanced my ability to communicate across cultures, enabling me to contribute meaningfully to communities in two different countries. This journey has deepened my appreciation for the power of language in fostering inclusion and understanding in a global context.
NB: TRU recognizes English proficiency test scores such as IELTS, Duolingo and TOEFL. TRU considers proficiency to be Duolingo: 125+ with no sub-score less than 115 for direct into Academic Programs.
Evidence & Evidence
Duolingo-English-TestRelevant Courses
- SOCI 1210 Introduction to Sociology II
- COMP 3450 Human-Computer Interaction Design
Through SOCI 1210, I developed a critical lens for analyzing global social issues, gaining a deeper understanding of systemic inequalities across race, class, gender, and sexuality. This knowledge has equipped me to engage with diverse perspectives and advocate for more equitable systems, both locally and globally. In COMP 3450, I learned how Human-Computer Interaction design impacts users from different cultural and social backgrounds. The course reinforced the importance of designing inclusive and accessible technologies that consider underrepresented groups. Together, these courses have enriched my intercultural awareness and enhanced my ability to contribute ethically to global technological and social development.
Course Descriptions
- SOCI 1210 – Introduction to Sociology II
Students critically examine social stratification and inequalities based on dimensions of class, race, gender, and sexuality in both the Canadian and global contexts. In this second introductory course, students apply a sociological analysis to the study of major social institutions including: education, work, politics, media, healthcare, and the criminal justice system. Students investigate questions and debates concerning our modern world, in particular, those around consumer culture, globalization, and the role of social media.
- COMP 3450 – Human-Computer Interaction Design
Comp 3450 is the introductory course to interaction design from a human-computer interaction (HCI) perspective. Students will learn both theoretical and practical concepts of human-computer interaction that will help them produce user interfaces developed using a user-centered approach. Students will explore how cultural biases impact how we design computer programs, interfaces and AI programs. In addition, students will debate and discuss increasing concerns regarding the lack of cultural diversity in Machine Learning algorithms, which disadvantages non-privileged groups in society. As such, students will apply intercultural understanding to HCI to build inclusive systems. Further, students will test, reflect and revise their assumptions throughout the course to continually improve previous assignments, as the process of user interface design involves constant revision of existing systems.
Evidence & Verification
Learning Strategist, TRU OVPR
As a Learning Strategist at TRU Office of the Vice-President Research, I led the development of research modules aimed at making academic knowledge accessible to a global audience. This experience strengthened my ability to communicate complex ideas clearly and inclusively, ensuring that learners from diverse backgrounds could see themselves reflected in academic spaces. Working with faculty, students, and staff from different cultures sharpened my cross-cultural communication skills, both online and in person. It was a powerful reminder of the importance of inclusivity in knowledge sharing, and it enhanced my ability to foster belonging and representation in academic environments.
Evidence & Verification
TRUSU Volunteering Experience
Volunteering through TRUSU has been instrumental in developing my global competency.
TRUSU Student Caucus
As a Student Caucus Member on the Open Press Advisory Board and the TRU Open Education Working Group, I advocated for Open Educational Resources (OERs) that support marginalized and low-income students, emphasizing accessibility and equity.
TRUSU Club Leadership
My leadership roles as President in the Ouispeak French Club and the Afro-Caribbean Students’ Association provided platforms for cultural exchange, bringing together hundreds of students through over 70 events. These experiences deepened my understanding of cultural diversity, whether exploring the variations of French cultures worldwide or celebrating shared traditions within Afro-Caribbean communities. Through this work, I’ve honed my intercultural leadership and created inclusive spaces where diverse voices are celebrated and valued.
Evidence & Verification
REFLECTIVE ESSAY
This reflective essay explores my personal global learning journey, shaped by living in three different countries over the course of my life. It focuses on how these experiences have influenced my understanding of cultural diversity, cross-cultural communication, and the importance of fostering inclusive communities. The essay highlights a shift in my attitudes and outlines how I plan to use this global learning to make a positive impact in the future.
GIVEBACK PROJECT
For my Giveback Project, I created and presented a multimedia presentation titled “Black Hair: A Medium for Communicative and Cultural Expression.” This presentation explores the historical, cultural, and political significance of Black hair, tracing its journey from traditional West African societies to contemporary global contexts. By highlighting how Black hair has served as a powerful form of resistance, identity, and communication, the project invites audiences to reflect on issues of cultural appropriation, discrimination, and the ongoing fight for representation and equality.
Presented originally for CMNS 3600, this project allowed me to share my intercultural learning with both academic and community audiences, fostering greater understanding and appreciation of Black cultural expressions. It reflects my commitment to promoting dialogue around cultural identity and equity, an essential part of my global competency journey.