Learning Domain #2
INTERCULTURAL KNOWLEDGE AND COMPETENCE
Intercultural knowledge and competence is “a set of cognitive, affective and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts” (Bennett, 2008). Knowledge – Skills – Behaviors
Cultural self-­‐awareness; Knowledge of cultural worldview frameworks; Verbal and nonverbal communication in culturally sensitive and appropriate manner; Critical thinking; Openness to learning; Curiosity about other cultural contexts.
Sample Experiences
Involvement in student organizations with diverse membership; Participation in reflection activities following community service; Participation in cultural identity group programming; Participation in inter-­‐group dialogue programs and diversity awareness trainings; Participation in cultural travel experiences; Student employment experience; Integrative learning experiences such as MLK Scholar civil rights tour
Student Learning Objectives
Program or Initiative
How we measure
Timeline
OSEMA -­‐ FYE: As a result of Orientation Leader (OL) Training -­‐ Orientation Leader Training, Diversity Education Programs
Orientation Leaders will demonstrate an awareness of cultural competency by creating two personal action statements for their work with students during orientation.
Assessment Tool: Rubric and Supervisory March -­‐ Rubric developed Conversations April -­‐ Pre-­‐training diversity awareness Process: Students will answer diversity question answers collected from new staff awareness questions before training. These May -­‐ Diversity training programs will be used in the supervisor evaluation developed conversations and rubric assessment review. June -­‐ OL staff write reflections which We will share the rubric with OLs during the include two personal action statements, training goal setting process. Supervisors will and ongoing conversations with supervisor have ongoing conversations with OLs during occurs training, and part of this time will be devoted July -­‐ Data compiled and reviewed to discussing diversity goals and progression. What will we do with this data? In At the end of diversity training, OLs will be September, Sarah and Erica meet with asked to write a reflection statement about orientation leaders to review and provide what they have learned and two personal feedback about their experience. We will action statements for their work (individual use this opportunity to discuss results interactions, small group facilitation, language, from this assessment project. Also, results confrontation of microagressions and will be used in the development of next inappropriate behavior, etc...) with students year's training session. throughout the summer program. Note about staffing: During training, the summer Residence Director and National Orientation Directors Association intern develop and facilitate diversity training programs. They will be included in the rubric development process. They will also assist with the collection and review of information.
OSEMA -­‐ Student Leadership & Diversity Peer Education Program, Diversity Peer Educators will do an in-­‐depth By end of fall semester, all DPEs will have Involvement: At the end of the specifically the Diversity Peer Educators reflection at the end of each semester to completed one reflection session with a academic year, student (DPEs)
determine learning that is taking place through DPE adviser. By end of spring semester, all facilitators in the Diversity Peer participation in the program. Through meetings DPEs will have completed their second Education (DPE) Program will be and workshops, DPE advisers will be able to reflection session with a DPE adviser. At able to articulate one strategy observe and evaluate DPE progress using the the completion of the academic year, DPE for advancing social justice assessment rubric. advisers will determine each individual education at Ithaca College.
DPE's progress in reaching the learning objective. (See Rubric attached)
Residential Life: Resident Assistants First Semester RA Diversity Training
(RA s) will be able to explain the importance and value of diversity in our residential environment
Assessment Tool: Rubric and Post Training Fall Semester: Rubric created Questionnaire
January: RA Training and Diversity Training
Process: First Semester RAs will answer a written February: Assessment Questions Administered question after training. This question will be to 1st Semester RAs. Rubric scored and data administered along with other questions but this collected and reviewed
question in particular will try to assess the learning March/Spring Semester: Make necessary that the RA had after going through the RA Training tweaks to the rubric and learning outcomes 1st semester diversity training. The question will based off of the data collected from the have the RA explain the importance of diversity in February assessment process. Have this the Residential Hall community. They will practice system and schedule ready for the Fall RA this in the training by writing about how they plan Training Session. to communicate the importance of diversity, inclusion and responsibility. Then they will role play how to have this conversation in a floor meeting. Page 6
Intercultural Know. & Comp.
Student Learning Objectives
Program or Initiative
How we measure
Timeline
Residential Life: RAs will be able to First Semester RA Diversity Training
demonstrate how to effectively have conversations about diversity Case study on post training survey and also through Survey to be completed during the fall assessing RA performance in Behind Closed Doors semester and BCD assessment to occur during scenario
January RA training
Residential Life: RAs will be able to First Semester RA Diversity Training
articulate trigger statements that well intentioned people say.
Assessment Tool: Rubric and Post Training Questionnaire
Process: First Semester RAs will answer a written question after training. This question will be administered along with other questions but this question in particular will try to assess the learning that the RA had after reading the book “35 Dumb Things That Well-­‐Intended People Say” by Maura Cullen. The question will have the RA articulate what “dumb” or trigger statements are outlined in the text. Residential Life: RAs will be able to First Semester RA Diversity Training
recognize how trigger statements can have a lasting impact on people.
Assessment Tool: Rubric and Post Training Fall Semester: Rubric created Questionnaire
January: RA Training and Diversity Training
Process: First Semester RAs will answer a written February: Assessment Questions question after training. This question will be Administered to 1st Semester RAs. Rubric administered along with other questions but this scored and data collected and reviewed
question in particular will try to assess the learning March/Spring Semester: Make necessary that the RA had after reading the book “35 Dumb tweaks to the rubric and learning Things That Well-­‐Intended People Say” by Maura outcomes based off of the data collected Cullen. The question will have the RA articulate from the February assessment process. what the “dumb” or trigger statements are as Have this system and schedule ready for outlined in the text and then explain how they have the Fall RA Training Session. an impact on people. Residential Life: RAs will be able to First Semester RA Diversity Training
describe specific SMART steps from the book and how they are relatable to the RA position.
Assessment Tool: Rubric and Post Training Fall Semester: Rubric created Questionnaire
January: RA Training and Diversity Training
Process: First Semester RAs will answer a written February: Assessment Questions question after training. This question will be Administered to 1st Semester RAs. Rubric administered along with other questions but this scored and data collected and reviewed
question in particular will try to assess the learning March/Spring Semester: Make necessary that the RA had after reading the book “35 Dumb tweaks to the rubric and learning Things That Well-­‐Intended People Say” by Maura outcomes based off of the data collected Cullen. The question will have the RA explain what from the February assessment process. the “smart steps” are as outlined in the text as well Have this system and schedule ready for as relate them to the RA position. the Fall RA Training Session. Public Safety student staff will be able to explain Socal Justice, with example.
Diversity Peer Educator Workshop
Post training (survey tool in development)
Annual; to be completed during the Fall 2015 semester
Public Safety student staff will be Diversity Peer Educator Workshop
able to explain Race Relations, with example.
Post training (survey tool in development)
Annual; to be completed during the Fall 2015 semester
Public Safety student staff will be able to explain Gender Bias, with example.
Post training (survey tool in development)
Annual; to be completed during the Fall 2015 semester
Diversity Peer Educator Workshop
Fall Semester: Rubric created January: RA Training and Diversity Training
February: Assessment Questions Administered to 1st Semester RAs. Rubric scored and data collected and reviewed
March/Spring Semester: Make necessary tweaks to the rubric and learning outcomes based off of the data collected from the February assessment process. Have this system and schedule ready for the Fall RA Training Session. Page 7
Intercultural Know. & Comp.