1. www.cirtl.net Assessing student learning in Delta’s Diversity in the College Classroom: Achievement Gap course Don Gillian-Daniel University of Wisconsin-Madison Delta Program CIRTL Network meeting Pittsburgh, PA March 1 st and 2 nd 2013

2. www.cirtl.net Assessing satisfaction in Delta’s Diversity in the College Classroom: Achievement Gap course Online end-of-semester survey 14. How do you rate your overall satisfaction with this course? Extremely dissatisfied (1) Dissatisfied (2) Neither dissatisfied nor satisfied (3) Satisfied (4) Extremely satisfied (5) 15. What did you like most about this course? 16. What did you like least about this course? 17. In what way(s) could your overall experience in this course have been improved? Please provide specific examples.

3. www.cirtl.net Assessing learning in Delta’s Diversity in the College Classroom: Achievement Gap course Online end-of-semester survey 19. What have you learned as a result of your participation in this course? If possible, please give 2-3 specific examples. 20. Please rate the impact of this course on your confidence in each of the following. (Scale: none, a little, some, a lot, N/A) Confidence in your teaching ability Confidence in your ability to do research Confidence in your ability to do academic service Confidence in your ability to assess and evaluate student learning Confidence in your ability to address issues of diversity and the achievement gap in your teaching practice Confidence in your ability to cultivate learning communities as part of your teaching Confidence in your ability to balance teaching, research and service

4. www.cirtl.net Assessing the CIRTL Fellow Learning Outcomes in Delta’s Diversity in the College Classroom: Achievement Gap course CIRTL Fellow Learning Outcomes Participants have been exposed to the literature associated with teaching, learning and assessment. Participants recognize the diversity in their classrooms and the need to address that diversity in teaching plans. Participants can design effective and inclusive instructional materials, courses, learning environments, and curricula that align learning activities with learning goals and assessments. Participants can describe the Teaching-as-Research process and how it can be used to enhance student learning. Participants can describe the impact of learning communities on student learning.

5. www.cirtl.net Action plan rubric Learning Outcome: Participants recognize the diversity in their classrooms and the need to address that diversity in teaching plans. ElementComprehensiveIntermediateCursory Diversity* How diversity of students/ participants will be included, drawn upon, and enhanced. The practitioner presents a clear and detailed definition of diversity. Activities are designed to allow students to construct their own learning, to foster student responsibility, and to engage a diversity of students. Activities address multiple aspects of student diversity. A diversity of teaching methods, content, examples, or metaphors are used. Clear attempts have been made to address issues such as inclusive learning environment. A definition of diversity is not clear or detailed. The activities offer some opportunity for students to construct their own learning, but could include more diverse or effective teaching methods. The activities could use more examples that reflect student diversity. The activities include diverse teaching methods, but otherwise do not address diversity in students. Issues such, inclusive learning environment are mentioned but there is no clear attempt to address them. No definition of diversity is presented. The activities are teacher- centered and do not foster student responsibility for learning. The activities do not address diversity or includes examples which may not be inclusive. Issues such inclusive learning environment are not mentioned.