Designing a Course to Explore Identity and (In)Equality Identity Literacy: Designing a Course to Explore Identity and (In)Equality March 13, 2017 Odis Johnson Jill Stratton Chelsea Whitaker Zachary Romo

Outline Impetus for Course/Course Concept Course Logistics Who’s in the Classroom? Syllabus/Objectives Community Engagement Excursions                                           Course Evaluation and Lessons Learned     Important Components to Consider Group Dialogue: Best Practices Jill

From the 2014 Diversity in the Classroom Report: Impetus for Course From the 2014 Diversity in the Classroom Report: “Develop a one-credit course to be required of all undergraduate and graduate students and to be taken in the first or second year of enrollment.” *Committee co-chaired by Professors Mary Ann Dzuback and Richard Loomis Jill

Identity Literacy by the Numbers 160 Students 10 Sections with 10 Instructors 1 Unit Course 15 Instructional Hours *Including 4 Hours Community Engagement Excursion 2 Hours Final Presentation Zach

Course Content and Objectives  2016-2017 Instructors Stephanie Kirk: Associate Professor of Spanish Dedric Carter: Vice Chancellor for Operations; Faculty Fellow for Wayman Crow Residential College Valronica Scales: Associate Director of Residential Life Trish Gomez: Residential College Director of Park Mudd Vernon Mitchell: Curator of Popular American Arts David Cunningham: Professor of Sociology Chris Presley: Academic Advisor for Olin Business School Letty Chen: Associate Professor of Chinese Trevor Sangrey: Lecturer in Women, Gender & Sexuality Studies Cheryl Wassenaar: Associate Professor of Art Odis

Course Content and Objectives   Course Objectives: Students will learn key concepts in understanding identity categorizations such as race, class, and gender expression. Students will gain stronger skills in discussing concepts related to diverse identities. Students will gain a deeper understanding of how structural inequality functions in St. Louis through interaction with one community organization in the city. Students will gain a greater understanding of the importance of understanding issues related to identity in a number of social and professional contexts. *PASS OUT THE SYLLABUS* THEN TALK ABOUT THIS SLIDE (Odis)

Community Engagement Excursions: Course Content and Objectives   Community Engagement Excursions: 4 weekend excursions over 3 weekends 4 hour tour of St. Louis led by Professor Bob Hansman https://vimeo.com/172649298 Chelsea

Course Evaluation and Lessons Learned: Course Content and Objectives   Course Evaluation and Lessons Learned: Instructor Feedback Focus groups Anonymous survey Student Feedback Res Life survey Peer-led evaluations University course evaluations Odis

Evaluations and Results Evaluation Framework  PARTICIPANT ANALYSIS UNIT SOURCE METHOD TIMING Student Course University/On-line Survey Nov. 28 – Dec. 7 Curriculum ILIC/In-class February 2 Peer-to-Peer/In-person Focus Group Apr. 27 – 28 Excursion Gephardt/Pre and Post Fall 15 (Rolling) Residence Hall Residential Life/On-line Dec. Instructor Course and Curriculum Anonymous On-line Apr. 6 – 18 ILIC/In-person Nov. 3 and Nov. 9 Training Observation Aug. 5 and 11 RAs Feb 26 Odis

Evaluations and Results Curriculum Post-Survey, Pilot Year 2015 (n=128) Item 6: Able to make linkages between Gephardt excursions and course readings Item 10: I may be required to take a course with content similar to this course as part of my major or minor Item 13: The skills gained about identities in this course will be useful in my social and professional interactions (78.7% Agree or Strongly Agree!) Item 14: The spacing of course meetings provided students sufficient opportunity to delve deeply into course topics and discussion

Evaluations and Results Gephardt-Facilitated Excursions, Pilot Year 2015

Evaluations and Results Gephardt-Facilitated Excursions, Pilot Year 2015

University Course Evaluations, Pilot Year 2016 (N=166)

University Course Evaluations, Pilot Year 2016 Weighted Averages   N Min Max Sum Mean STDV Learning Competency 98 2.20 3.81 320.24 3.268 .559 Organization Competency 2.30 4.14 327.86 3.346 .593 Instructor Rapport 3.45 4.48 387.80 3.957 .403 Inclusive Environment 3.19 4.88 399.71 4.079 .537 Conducive Location 3.14 4.86 397.58 4.057 .545 Useful Skills 2.07 343.00 3.500 .699 Class Size 9 14.00 18.00 144.00 16.000 1.225 Note: 144 enrolled, 98 evaluations, response rate: 68%

Important Components to Consider Moving Forward Course Structure (i.e. Connection to Res College) Instructors (Recruitment, Support, and Training) Role of the upperclass student leader (i.e. RAs, orientation leaders, graduate students) Budget Infrastructure and Organization School Approval of Course Jill and Odis

Group Dialogue: Best Practices Participants share best practices

Please feel free to contact us with additional questions! Co-Chairs Contact Information Directors Odis Johnson o.johnson@wustl.edu Jill Stratton jstratto@wustl.edu Panelists Chelsea Whitaker cdwhitaker@wustl.edu Zachary Romo zrromo92@gmail.com Please feel free to contact us with additional questions!