Transcript diversity & social justice institutional learning outcome assessment

2014 Faculty Learning Community, CSU East Bay
Faculty in Residence: Dennis Chester & Silvina Ituarte
Participants: Margaret Harris, Dawna Komorosky, Mike Massey, & Sarah Taylor
Graduates of CSUEB will be able to:
• think critically and creatively and apply analytical and quantitative
reasoning to address complex challenges and everyday problems;
• communicate ideas, perspectives, and values clearly and persuasively
while listening openly to others;
• apply knowledge of diversity and multicultural competencies to
promote equity and social justice in our communities;
• work collaboratively and respectfully as members and leaders of
diverse teams and communities;
• act responsibly and sustainably at local, national, and global levels;
• demonstrate expertise and integration of ideas, methods, theory and
practice in a specialized discipline of study.
• Knowledge, skills and dispositions to create
and contribute to inclusive and just communities
• Recognize and understand impacts of group
and individual differences on self and society
• Interact openly and respectfully with
individuals across the full range of human
diversity including race, ethnicity, religion,
gender, sexual orientation, age and ability
Adapted from:
http://www20.csueastbay.edu/faculty/senate/committees/capr/11-12-documents/ilofinal-draft.pdf
Competencies that address diversity and multiculturalism include:
• considering all cultures and groups as worthy of respect;
understanding how culture and experiences shape perspectives
• working in diverse groups effectively, respectfully, with sensitivity
• recognizing their own biases and stereotypes and seeing issues
and actions from different perspectives than their own
• identifying injustice and developing strategies for addressing
injustice
• developing their sense of global citizenship
• building coalitions with those who are different from themselves
Adapted from:
http://www20.csueastbay.edu/faculty/senate/committees/capr/11-12documents/ilo-final-draft.pdf
• Clarify the institution’s expectations for student
competencies in the area of diversity, equity, social
justice and global perspectives
• Enhance faculty capacity to assess those competencies
• Identify strategies and pedagogies to
develop diversity competencies
• Promote and sustain creative and scholarly
approaches to diversity and multicultural competence
• Contribute to the ongoing enrichment of a Culture of
Assessment
• Investigating theoretical basis for similar rubrics
• Gathering and reviewing rubrics from other institutions
• Drafting CSUEB rubric
• Intensive discussion, iteration, and editing
•
Advocacy and Engagement: Using attitudes, skills and knowledge; to bring about social change in
institutionally embedded matters of privilege (Oregon).
•
Culture: All knowledge and values shared by a group (IKCVR).
•
Cultural Humility: A lifelong process of self-reflection, self-critique, and commitment to understanding and
respecting different points of view, and engaging with others (Rubric).
•
Cultural Rules and Biases: Boundaries within which an individual operates in order to feel a sense of
belonging to a society or group, based on the values shared by the society or group (IKCVR).
•
Cultural Self-Awareness: Possessing knowledge of self and others and recognizing one’s position in, and
among, groups.
•
Diverse Individuals or Groups: Individuals and groups representing parts of society that may be
marginalized based on certain characteristics including race, ethnicity, religion, gender, sexual orientation,
age, ability, socioeconomic status, health, and mental health (Rubric).
•
Leadership: The process of social influence in which one person can enlist the aid and support of others in the
accomplishment of a common task or goal (Oregon).
•
World View: The ways in which we make sense and meaning of the world around us. Largely unconscious,
individual worldviews are constellated from the scores of idiosyncratic relationships we each have to our
bodies, our families, our communities, our culture, our time, and to the natural world around us (adapted from
http://education.jhu.edu/PD/newhorizons/Journals/Winter2011/Schlitz).
Application
Attitude /
Knowledge Disposition
Description: Socio-cultural diversity competencies are characterized by the ability to recognize and understand the rich and complex ways that group and individual differences and
interactions influence self and society. Students will develop the capacity to interact openly and respectfully with individuals, particularly marginalized individuals, across the full range of
human diversity including race, ethnicity, religion, gender, sexual orientation, age, ability, socioeconomic status, health, and mental health.
Criteria
Inadequately - 1
Minimally - 2
Adequately - 3
Fully - 4
Inadequately demonstrates
Fully demonstrates awareness of one’s own
Cultural self- awareness
awareness of one’s own
Minimally demonstrates awareness Adequately demonstrates awareness of assumptions, judgments, stereotypes and/or
(possessing knowledge of self and assumptions, judgments,
of one's own assumptions, judgments the influence of one’s own assumptions, biases about self and diverse individuals and
others and recognizing one's position stereotypes, and/or biases about stereotypes, and/or biases about judgments, stereotypes, and/or biases groups. Demonstrates ability to assess the
in, and among, groups)
self and diverse individuals and
self and diverse individuals and
during interactions with diverse
impact of assumptions, judgments, and/or
groups.
groups.
individuals and groups.
biases.
Openness to personal growth and Inadequately seeks opportunities Minimally seeks opportunities to
Adequately seeks opportunities to learn Fully seeks opportunities to learn and integrate
cultural humility. A lifelong process of to learn more about diverse
learn more about diverse
and broaden understanding of diverse experiences that broaden understanding of
self-reflection, self-critique, and
individuals and groups.
individuals and groups.
individuals and groups. Begins to
diverse individuals and groups. Initiates,
commitment to understanding and
initiate, engage, develop, and value
engages, develops, and values interactions with
respecting different points of view,
interactions with diverse individuals
individuals and diverse groups.
and engaging with others.
and groups.
Inadequately demonstrates
Minimally demonstrates some
Adequately articulates understanding Fully demonstrates and articulates understanding
Worldview (obtaining knowledge of understanding of social, relational, understanding of social, relational, of social, relational, and other dynamics of social, relational, and other dynamics of one's
self and others)
and other dynamics related to
and other dynamics important to
important to one’s own worldview, and own worldview and that of diverse individuals
one's own worldview, or the
one’s own worldview, and the
the worldviews of diverse individuals and groups. Demonstrates understanding of the
worldviews of diverse individuals worldviews of diverse individuals or or groups.
impact of assumptions, judgments, stereotypes
or groups.
groups.
and/or biases related to one’s own viewpoint
and that of diverse individuals and groups.
Can identify intercultural experience from one's
own viewpoint and that of diverse individuals
and groups.
Skills (using knowledge of self and
others to improve relationships
between diverse individuals and
groups).
Advocacy & Engagement (integrating
&
translating knowledge
& skills into action)
Inadequately demonstrates an
understanding of the differences
in verbal and non-verbal
communication when working with
diverse individuals or groups.
Struggles to negotiate an
understanding of the perspective
of others. Views the experience of
others only through one's own
cultural view.
Inadequately demonstrates
behaviors or takes part in
activities that support diverse
individuals and groups. Is
unaware of or ignores injustice
and inequality.
Minimally demonstrates limited
understanding of the differences in
verbal and non-verbal
communication when working with
diverse individuals or groups. Is
aware that misunderstandings can
occur based on those differences,
but is still unable to negotiate a
shared understanding. Identifies
components of other perspectives
but responds in all situations with
own world view.
Minimally demonstrates behaviors
or takes part in activities that
support diverse individuals and
groups. Can identify injustice and
inequality.
Adequately demonstrates an
understanding of the differences in
verbal and non-verbal communication
when working with diverse individuals
or groups. Recognizes the multiple
dimensions of the perspectives of others
and begins to negotiate a shared
understanding based on those
differences in interactions.
Fully demonstrates an understanding of the
differences in verbal and non-verbal
communication when working with diverse
individuals and groups. Skillfully negotiates a
shared understanding of differences and
assesses the influence of incorporating multiple
and diverse perspectives.
Adequately demonstrates behaviors
and takes part in activities that support
diverse individuals and groups and that
encourage positive change. Can
identify injustice, and develop
strategies to challenge injustice and
inequality.
Fully demonstrates behaviors and initiates
actions that support diverse individuals and
groups, and that assess and seek to improve
institutional structures. Can identify injustice,
develop strategies, and take action that
challenge and address injustice and inequality
.
Attitude / Disposition
Sample Attitude / Disposition Measurement
within the Rubric
Description: Socio-cultural diversity competencies are characterized by the ability to recognize
and understand the rich and complex ways that group and individual differences and interactions
influence self and society. Students will develop the capacity to interact openly and respectfully
with individuals, particularly marginalized individuals, across the full range of human diversity
including race, ethnicity, religion, gender, sexual orientation, age, ability, socioeconomic status,
health, and mental health.
Criteria
Inadequately - 1
Minimally - 2
Adequately - 3
Fully - 4
Fully demonstrates
Inadequately Minimally
Adequately
awareness of one’s
demonstrates
demonstrates
demonstrates
Cultural selfawareness of
awareness of
awareness of the own assumptions,
awareness
one’s own
one's own
influence of one’s judgments, stereotypes
(possessing
assumptions,
assumptions,
own assumptions, and/or biases about
knowledge of self
self and diverse
judgments,
judgments
judgments,
and others and
individuals and groups.
stereotypes,
stereotypes,
stereotypes,
recognizing one's
Demonstrates ability to
and/or biases
and/or biases
and/or biases
position in, and
about self and
about self and
during interactions assess the impact of
among, groups)
assumptions,
diverse individuals diverse individuals with diverse
judgments, and/or
and groups.
and groups.
individuals and
biases.
groups.
Typical Student Responses
As Examples for Using the Rubric
Inadequately demonstrates - "At this point in my life [at age 23], I can
honestly say I have worked with all kinds of people and would have no
problem working with anyone."
Minimally demonstrates - "I might need to work on my knowledge of the
Latino community by learning to speak Spanish."
Adequately demonstrates - "I have worked with a wide variety of people,
but I am always trying to learn more so I can be a more effective social
worker."
Fully demonstrates - "I strive to be a white ally to people of color and strive
to be open and honest with myself about my limitations. I take responsibility
for learning as much as I can about cultures that differ from my own, and
appreciate every opportunity to engage with diverse individuals so that I can
continue to grow in this area."
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CRJA 3100 - Correctional Systems
CRJA 4730 - Restorative Justice
EDLD 6000 - Introduction to Educational Leadership
EDLD 6400 - Instructional Leadership
EDLD 6550 - School Site Leadership and Organizational Behavior
ENSC 2800 - Environmental Problems in California
SW 6959 - Integrative Seminar
• Integrative seminar for MSW students
• Each section has a unique focus based on mutual instructor and
student interest
• Students must complete an advocacy-oriented project in
collaboration with key stakeholders. The grade is based on the
applied work in the field, as well as on a final paper documenting
the work, reviewing literature in the advocacy area, applying
theory to the advocacy area, and describing the social work
values and ethics relevant to the advocacy area.
• Final assignment involves demonstration of mastery across all
MSW Program Learning Outcomes.
• Values and Ethics: Uphold the core values and ethical principles and standards of the
social work profession as codified in the National Association of Social Worker’s Code
of Ethics.
• Professional Use of Self: Conduct oneself autonomously in the professional social work
role, including understanding personal values and biases and knowing their impact on
clients, engaging in ongoing development of professional knowledge and skills, and
exercising use of self in order to engage and collaborate effectively.
• Critical Thinking and Theory for Practice: Use critical thinking skills in the analysis and
synthesis of information, including in the application of evidence-based practice and
theoretical material and in modifying intervention plans as needed.
• Advocacy: Advocate for clients, groups and communities in complex cultural, social
and political situations.
• Diversity: Act with self-awareness and knowledge of diverse populations, with the
commitment of providing culturally competent service (cultural humility).
• Communication: Communicate effectively orally and in writing across diverse client
and social services systems.
• Assist in development, pilot implementation,
and evaluation of a module on LGBTQ
sensitivity to be used at undergraduate firstyear student orientation.
• Assist in reinvigorating and reinstating the
former LGBTQ Student Organization
• Assist in development, pilot implementation,
and evaluation of a pamphlet that would be
given to all faculty, students, and staff on
LGBTQ terminology and sensitivity
• Collaborate with the CSUEB Diversity Center
in developing and piloting a program
evaluation toolkit that can used at LGBTQspecific events, as well as other types of
events and trainings led by the Diversity
Center.