Assessing Courses in Cultural Diversity and Community: Student Perceptions of the Impact of a Curricular “Diversity” Requirement General Education Program.

Slides:



Advertisements
Similar presentations
Ability-Based Education at Alverno College. Proposed Outcomes for Session 1. To introduce you to Alvernos approach to designing integrative general education.
Advertisements

GENERAL EDUCATION ASSESSMENT Nathan Lindsay January 22-23,
ACADEMIC DEGREE ASSESSMENT & GENERAL EDUCATION ASSESSMENT Nathan Lindsay Arts & Sciences Faculty Meeting March 12,
Center for Leadership and Involvement Presented by: Donna Freitag & Charlie Cahill.
Certificate in Critical Cultural Competence. What is Cultural Competence? **An ability to interact effectively with people of different cultures A) Awareness.
Welcome to the College of Liberal Arts and Sciences Advising 1001.
Assessment of the Impact of Ubiquitous Computing on Learning Ross A. Griffith Wake Forest University Ubiquitous Computing Conference Seton Hall University.
MYP (Middle Years Programme).  m7oU.
Del Mar College Planning and Assessment Process Office of Institutional Research and Effectiveness January 10, 2005.
The Living Literacy Framework and the E&I Literacy Action Plan Valerie Neaves Alberta Works Programs Alberta Asset Building Collaborative March 17, 2011.
A Commitment to Excellence: SUNY Cortland Update on Strategic Planning.
General Education Revision. Mission & Purpose Mission Rooted in the tradition of liberal arts education, FGCU’s General Education Program provides students.
Core Competencies Student Focus Group, Nov. 20, 2008.
Linking the Fairs to the 2013 Ontario Curriculum Social Studies 1 to 6 and History and Geography 7 and 8.
General Education as a Learning-Outcome-Based Program: Course Review and Revision Workshop Tuesday, September 21 Fitting the pieces together and making.
A PRACTICAL GUIDE to accelerating student achievement across cultures
Graduate Program Assessment Report. University of Central Florida Mission Communication M.A. Program is dedicated to serving its students, faculty, the.
Leadership Academy PROGRAM REDESIGN. Objectives  Leadership Academy Mission: To provide students with opportunities to develop effective leadership,
Law School Survey of Student Engagement Users’ Workshop November 4, 2011 Seton Hall Law School 1.
1 General Education Senate discussion scheduled for April 11 and 25 1.Proposal to base General Education on outcomes that can be assessed 2.Proposal for.
An Interactive Teaching Circle: Measuring Learning Outcomes in a Core Curriculum Linda Anstendig Barbara Pennipede Adelia Williams Association of American.
Diversity Assessment and Planning with members of the October 14, 2005.
Assessing Student Academic Achievement The General Education Skills.
Welcome to the College of Liberal Arts and Sciences Advising 1001.
History of Attending to Diversity College of Education, College of Education, Health, and Human Services Kent State University.
Be a Part of Something Great! Learning Communities at Wayne State.
General Education Requirements Workshop Presented by the Office of Academic Advisement.
THE MULTICULTURAL CHALLENGE AND PACE UNIVERSITY Becoming a Multicultural University May 16, 2005.
Lindsey Wilson College October, In 2010, the LWC faculty adopted new institutional student learning outcomes including: Lindsey Wilson students.
QEP Update CFCC Planning Retreat June 19, QEP Update Mid-Term Report Global Outcomes 1.Measurable improvement of students’ critical thinking skills.
The Current Refocusing of General Education. Objectives for the Workshop Proposing and/or Renewing a Course Assessing the general education aspect of.
Reflective Pathways from Theory to Practice Brewton-Parker College Education Division.
Assessing Students Ability to Communicate Effectively— Findings from the College of Technology & Computer Science College of Technology and Computer Science.
THROUGH AN ONLINE PERSONAL DEVELOPMENT PLAN (PDP) INDIANA UNIVERSITY-PURDUE UNIVERSITY INDIANAPOLIS OCTOBER 2010 Generating and Assessing Learning.
Review of 2010 Climate Student Survey and Recommendations College of Education Diversity Committee Spring 2013.
THE NEW TEXAS CORE CURRICULUM (OCTOBER 27, 2011).
Spring 2012 Pilot Project Module Nine A New Texas Core Curriculum 1.
Assessment of Student Learning Faculty In-service June 5, 2006.
General Education (GE) Assessment College of Arts and Sciences.
Derek Herrmann & Ryan Smith University Assessment Services.
Developing the Self-Study Document Using Integrated Assessment Briefs Millersville University of Pennsylvania Presented by: Dr. Thomas Burns, Associate.
THE IMPORTANCE OF TEACHING AT RYERSON PREDICTORS OF STUDENT SATISFACTION CHRISTOPHER EVANS VICE PROVOST ACADEMIC.
Assessing Student Learning Outcomes in Student Development – Part I Student Development Division Meeting SUNY Oneonta May 9, 2008.
Conceptual Framework for the College of Education Created by: Dr. Joe P. Brasher.
Building Collaborative Initiatives that Enhance Student Learning Nancy Mitchell and Linda Major.
Perspective for a Diverse America ACCSHRMA Diversity Conference October 17, 2013 Montgomery, Alabama.
Global Competences Project Global Perspective Civic Engagement Environmental Perspective.
University Senate Meeting January 25, General Issues Required to report on 14 Standards, including all the Federal Requirements Core requirements:
Lamar University Mission Statement Lamar University is a comprehensive, senior, public university dedicated to providing a learning environment of the.
Bonnie Paller 2013 AALC Assessment Retreat.  The charge of the Task Force is to identify the abilities and intellectual traits that all students are.
Assessment Presentation Day For Faculty Cindy J. Speaker, Ph.D. Wells College August 21, 2006.
Leadership Academy. Objectives  Leadership Academy Mission: To provide students with opportunities to develop effective leadership, clear objectives,
What does Internationalization mean for Western? Faculty workshop 1 (27 and 28 October 2014)
Educational Master Plan Update Associated Students of Foothill College (ASFC) November 19, 2015 E. Kuo FH IR&P.
Strategic Plan Proposal The Challenge This strategic plan identifies what must be done, pre- school through grade 12, over the next three.
MT ENGAGE Student Learning Outcomes and Assessment April 27, 2015.
Forward Together: UW Madison’s Framework for Diversity and Inclusive Excellence Ad Hoc Diversity Planning Committee Shared Governance (Faculty, staff,
Strategic Plan: Goals, Objectives & Success Measures Administrative Forum, South Campus June 17,
8/23/ th ACS National Meeting, Boston, MA POGIL as a model for general education in chemistry Scott E. Van Bramer Widener University.
Academic Program Review
Report from Curriculum Committee 4/3/2017
NSSE Data Conversations
International & Diversity Subcommittee November 3, 2017
First-Stage Draft Plans for Gen Ed Revision
Globally Engaged Institutions: Lists of Initiatives or Institutional DNA? Patti McGill Peterson Senior Fellow, Center for Internationalization and Global.
2018 Great Colleges Survey for Champlain College
Ethnic Studies Advisory
Student Learning Outcomes at CSUDH
Curriculum Coordinator: Patrick LaPierre February 1, 2016
Curriculum Coordinator: Patrick LaPierre February 3, 2017
Presentation transcript:

Assessing Courses in Cultural Diversity and Community: Student Perceptions of the Impact of a Curricular “Diversity” Requirement General Education Program Dr. Beverly SchnellerDr. Thomas D. Burns Chair, Department of EnglishAssociate Provost for Coordinator, General EducationAcademic Administration

Assessment Study Overview In 2009, Millersville engaged in this assessment study to capture student perceptions of the newly added General Education requirement - Cultural Diversity and Community courses. We are particularly interested in understanding both the cognitive and the emotional appreciation of diversity education, not solely the cognitive. Our study is not designed as a research study, but rather as an assessment study, focusing on helping the institution learn about students’ understanding and attitudes towards issues of diversity and begin to evaluate the effectiveness of diversity education on our campus within the General Education program.

Cultural Diversity and Community and General Education (Gen Ed) The Gen Ed Curriculum at Millersville, revised in 2008, is divided into three parts: Foundations for Lifelong Learning Critical Thinking across the Liberal Arts Connections and Exploration The Cultural Diversity & Community course resides in the Connections and Explorations section of the Gen Ed Curriculum

Millersville’s Cultural Diversity & Community course A three credit course at the 100-level or above Required as part of the Gen Ed curriculum Course approval process requires that the course must meet specific requirements Identified in our course registration materials as a “CDC” course Referred to on campus as the “D” course

Cultural Diversity & Community courses: Examine the historical and environmental factors that underlie cultural differences Be of an interdisciplinary or cross cultural nature Examine the potential global, regional, and/or local factors that underlie cultural differences Engage students in articulating their personal worldview through oral and written communication Foster information literacy as relates to diversity Provide an academic structure for students to engage with peoples of diverse histories and from diverse communities

Connecting to the University’s Mission and Vision Mission (selected statements below) –To better prepare students for a diverse society and workforce, the University embraces diversity of people, cultures, ideas and viewpoints. –The Millersville University community pledges itself to … multicultural awareness and understanding within an environment of civility, mutual respect and cooperation. Vision The Millersville University experience will empower students to make a significant difference in the communities where they will live and work. Millersville will be a premier comprehensive public university.

Connecting to the University’s Strategic Directions The importance of cultural diversity and community can be found in all six of the University’s Strategic Directions. Particular emphasis is found in : Cultivating a Community of Diverse People, Thoughts and Perspectives (specific statements from this strategic direction highlighting are cultural diversity and community are included below) –“Millersville University will enhance the diversity of people, thought, and perspectives in our community ….” –“We will prepare our students for citizenship in a world of increasing human diversity.” –“We will actively advance an atmosphere of mutual respect, tolerance, understanding, sensitivity, and appreciation for the richness of human diversity through programs, workshops, dialogue, and training.” Fostering an Appreciation of the Liberal Arts Developing Life and Leadership Skills that Promote the Greater Public Good

Defining “Cultural Diversity” at Millersville: Cultural diversity refers to the differences among people in terms of beliefs, customs, values, politics, and experiences. In essence, culture is a worldview; it is both learned and evolved. The following factors are seen to underlie differences: age, economics, education, gender, geography, language, nationality, occupation, physical ability, race and ethnicity, religious affiliation, and/or sexual orientation among others.

Creating the “D” Courses Initially applied the “D” label description to existing courses. Proposer addressed specific questions demonstrating how the course would accomplish the goals of the “D” course. Application to expedited curricular approval process involving approvals by the departmental curriculum committee and Undergraduate Course and Program Review Committee (UCPRC). New courses - must also address the same eight questions and navigate the full curricular approval process – department and school curriculum committees, UCPRC, Faculty Senate and Provost. “Priming the Pump” – The Associate Provost has provided professional development programs and small stipends for new course development payable when the course is fully approved and added to the teaching schedule.

What Departments Offer Cultural Diversity & Community courses? BiologyChemistry Communication TheaterComputer Science Educational FoundationsElementary Education EducationEnglish Government & Political AffairsIndustry & Technology Latino StudiesMathematics NursingPsychology Women’s StudiesSocial Work Special Education

Assessment Methodology Developed a student perception survey (26 questions) focusing on the nature of diversity, application of course content, and course learning environment Submitted survey and study protocol to the Human Subjects Internal Review Board (exempt) Survey administered via Google.docs survey form in January and May Students who had completed a “D” course were ed an invitation to participate which contained a link to the survey. Invitation was sent to campus address after final grades for courses were posted. Responses were anonymous- Collected only class level and gender. Did NOT collect names, course enrolled in, faculty instructor, etc. The survey will be repeated in January and May 2011.

Participants Survey sent to all students enrolled in a D course in Fall 2009 and Spring 2010 (~650 student each semester) 218 total responses –120 responses for those enrolled in fall 2009 –98 responses for those enrolled in spring 2010 By gender: –54 men –155 women By class rank: –1 First-year –69 Sophomores –78 Juniors –70 Seniors

Resources Employed to Develop Survey BCSSE, NSSE, and FSSE ( ) Wabash National Study of the Liberal Arts (2008) Campus Climate Survey (2010) Research studies: –Meacham (1994), –Hurtado, et al (1998) –CRLT Papers University of Michigan (1999) –Mayhew, et al (2005) –Bowman (2001) and –AACU Values Project

The Survey: What we asked Survey consisted of 26 questions. Examples: After completing this course, my understanding of diversity has changed. I feel comfortable articulating the meaning of “diversity”. I can explain the importance of diversity to others. I applied knowledge learned in this course on diversity to solve everyday problems or issues. My awareness of how diversity effects people increased in this course. The course provided opportunities for me to demonstrate my understanding of diversity through writing and speaking. Survey consisted of 26 questions. Examples: After completing this course, my understanding of diversity has changed. I feel comfortable articulating the meaning of “diversity”. I can explain the importance of diversity to others. I applied knowledge learned in this course on diversity to solve everyday problems or issues. My awareness of how diversity effects people increased in this course. The course provided opportunities for me to demonstrate my understanding of diversity through writing and speaking.

The Results: What we found Percentage of Students Responding “Agree” or “Strongly Agree” After completing this course, my understanding of diversity has changed. 71% I feel comfortable articulating the meaning of “diversity”. 96% Awareness of diversity is essential to my personal identity and growth. 97% I can explain the importance of diversity to others. 97% This diversity course enabled me to understand others better. 94% I learned something in this course that changed me. 83% My awareness of how diversity affects people increased in this course. 93% Information in this course was presented to stress its usefulness in and outside the classroom. 93%

Results by Gender I feel comfortable articulating the meaning of “diversity”* –Males: 91% –Females: 98% Awareness of diversity is essential to personal identity and growth.** –Males: 91% –Females: 99% I can explain the importance of diversity to others. * –Males: 93% –Females: 99% I evaluated the quality of information about diversity using tools I learned in this course outside this course.* –Males: 73% –Females: 87% In general, I think people should learn more about diversity given my experiences in this course.** –Males: 85% –Females: 97% Note : * p < 0.05; ** p < 0.01

Results by Class Rank QuestionPercent “Agree” or “Strongly Agree” Because of this course, I engaged in projects emphasizing diversity with faculty, staff, or students. Sophomores: 68% Juniors: 55% Seniors: 56% I discussed diversity with other students outside this course. Sophomores: 78% Juniors: 78% Seniors: 90% I used knowledge learned in this course to select and attend cultural events: Sophomores: 56% Juniors: 49% Seniors: 46% I used knowledge learned in this course to select and attend other diversity- related workshops, programs or events: Sophomores: 49% Juniors: 38% Seniors: 46% The course provided opportunities for me to demonstrate my understanding of diversity through writing and speaking: Sophomores: 91% Juniors: 90% Seniors: 91%

Conclusions Students recognized they were transformed by the experience of the D courses. Senior students were more likely to respond favorably to the value of the D courses in their learning and to their personal growth and development. All students could benefit from specifically articulated linkages between campus programming and workshops and the D courses. The first courses to carry the D label were highly successful in achieving the desired outcomes and learning experiences for which they were designed. Overall, the D course is meeting its intended goal to increase knowledge among our students of the meaning and significance of diversity in their lives.

What comes next? As the student perception study nears its end, we intend to triangulate the survey data results with data faculty may be willing to share from their own in-class course evaluations, national survey data, and information gathered from the Campus Climate Survey. Additions to future perception studies may address grade earned in the course and its influence on student satisfaction and the number of respondents divided by class rank to see if a preponderance of one class answered the questions. Faculty will also be surveyed to determine how they decided to create a particular D course and that will be triangulated with FSSE and HERI data. Work with the General Education Review Committee and the Academic Outcomes Assessment Committee to consider implementation of the AAC&U’s VALUE Rubric on Intercultural Knowledge and Competence