1. 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

2. 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

3. 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

4. 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

5. Course Content and Objectives
  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

6. 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)

7. 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
Chelsea

8. 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

9. 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

10. 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

11. Evaluations and Results
Gephardt-Facilitated Excursions, Pilot Year 2015

12. Evaluations and Results
Gephardt-Facilitated Excursions, Pilot Year 2015

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

14. 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%

15. 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

16. Group Dialogue:
Best Practices
Participants share best practices

17. Please feel free to contact us with additional questions!
Co-Chairs Contact Information
Directors
Odis Johnson
Jill Stratton
Panelists
Chelsea Whitaker
Zachary Romo
Please feel free to contact us with additional questions!