Galen College of Nursing
Course Syllabus
Course Information:
Course Name
Diversity, Equity, & Inclusion
Course Number
CLD 2105
Course Section Number
online
Quarter Credit Hours
4/0/0
Contact Hours
48/0/0
Prerequisites
Admission to the Galen Baccalaureate of Science in Nursing Program
Co-requisites
n/a
Course Location
Course Meeting Days/Times
See Student Self Service for information. Select Academics > Schedule.
Times and locations are subject to change.
Methods of Instruction
Selected readings; facilitated discussions; application assignments
Changes to Syllabus
Faculty reserves the right to make changes as necessary to this course syllabus.
Learners will be notified in writing of any changes in a timely fashion.
Legend
Applies to online students only.
Faculty Information: [Online students may locate faculty information in Canvas.]
Faculty Name
Amber E. George
Office Location
Online
Office Hours
Mon & Fri 10:00am-12:00pm
Phone Number(s)
971-808-1816
Email Address
ageorge@galencollege.edu
Course Catalog Description:
This course examines the principles of diversity, equity, and inclusion related to individuals, workplaces, communities,
and society. Learners will explore the values, customs, and perceptions of various cultural groups. Learners will also
develop knowledge and increased awareness of discrimination based on race, ethnicity, gender, sexual orientation,
religion, and disability. Additionally, learners will enhance their cultural competence and social responsibility by raising
their self-awareness of identity within their professional lives.
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
1
Textbooks & Resources:
Required Textbook(s)
None
Recommended Textbook(s)
None
Additional Information:
Student Portal
https://my.galencollege.edu/
Galen Website
www.galencollege.edu
Student Catalog
For a current edition of the Student Catalog students may visit either the Galen
website or the myGalen student portal.
For 24/7 technical support with Canvas, you can contact our Canvas Helpdesk:
-
Canvas 24/7 Help Line
Web-Enhanced Access
-
If you are already logged in to Canvas, press the “Help” button on the bottom
left of the screen and make your selection (Phone, Support Ticket, Chat).
If you are not logged in to Canvas, you can access the same support options
with the following information:
• By Telephone: (855) 680-0125
• By support ticket: http://help.instructure.com
• By chat: https://cases.canvaslms.com/liveagentchat?chattype=student
• By email: support@instructure.com
Courses are augmented on the web utilizing the Canvas Learning Management
System. On the first day of class, students will be oriented to the learning
system. Students will access the course syllabus and content through this
network. https://classroom.galencollege.edu
This network will also provide access to student course grades, a means to
submit assignments, and handouts the faculty may post for you.
Online Students
Online Classroom Access
Online Faculty Commitment
All Galen online courses use the Canvas learning management system to provide
access to our online courses. The Galen Canvas website is
https://classroom.galencollege.edu
Online faculty share the same commitment and dedication to student success as
our on-ground faculty. They must meet the same standards of preparation and
educational experience as their on-ground counterparts. Online faculty are
required to respond to distance education students’ requests within twenty-four
(24) hours.
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
2
General Education Competencies (GECs):
1. Social Competence – Learners will demonstrate an understanding of philosophies that represent the current social,
emotional, and behavioral attributes of society and individuals.
2. Communication – Learners will demonstrate an understanding of the views of others and communicate in a
professional manner.
3. Critical Thinking – Learners will demonstrate the ability to draw conclusions based on evidence and consider prior
knowledge, context, and perspectives in predicting implications or consequences.
4. Information Literacy – Learners will demonstrate the ability to identify, evaluate, and apply information to
accomplish a specific purpose.
5. Quantitative Literacy – Learners will demonstrate the ability to report, calculate, and analyze quantitative data.
6. Scientific Literacy – Learners will gain the ability to read with understanding scientific content and engage in a
dialogue about scientific issues.
Course Student Learning Outcomes (CSLOs):
1. Examine principles of diversity, equity, and inclusion as they relate to individuals, workplaces, communities, and
society. (GEC 1)
2. Develop competency in discerning how social identities shape the lives of individuals, groups, and one’s self. (GEC 1)
3. Identify how oppression manifests in relation to various social identities and cultures. (GEC 1)
4. Recognize how personal values and cultural competence impact professional practice. (GEC 1)
5. Develop a set of skills and characteristics that support attentiveness to diversity, equity, and inclusion. (GEC 1)
6. Identify the complex elements important to diverse cultural groups including their history, values, politics, beliefs,
and practices. (GEC 1)
Course Requirements:
Achieve a minimum cumulative course average of 74%.
Final Course Grade Determination & Assignment Schedule:
Written Assignments
Weight
Unit/Week Due
Date Due
Diversity, Equity, and Inclusion Self-Assessment
5%
1
Day 7, 11:59 p.m. EST
Culture Quest
25%
5
Day 7, 11:59 p.m. EST
Anti-Oppression Plan Infographic
15%
7
Day 7, 11:59 p.m. EST
Investigate a Religion
25%
9
Day 7, 11:59 p.m. EST
Diversity, Equity, and Inclusion Reassessment
10%
11
Day 7, 11:59 p.m. EST
20%
Weekly
Weekly
Weekly Discussions
Total
100%
Learners must achieve a minimum cumulative course average of 74% to pass the course.
*Discussion is defined as written online postings in an online course.
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
3
Academic Policies:
Please see the Student Catalog for academic policies related to grading, attendance, assignments, academic integrity, 504
accommodations, etc.
Students with Disabilities:
Any student who wishes to request an accommodation may do so by contacting the campus Section 504/Title IX
Coordinator. Information regarding accommodations for students with disabilities can be found in the Student Catalog,
which is made available on the Galen College of Nursing website.
Late Assignment Policy
All assignments are expected to be submitted by the due date. Late assignments, without faculty consent, may result in a
grade of “0.” Late assignments, with faculty consultation and consent, may result in a penalty of 5% per day past due on
written assignments. No assignments will be accepted after the official term end date. Initial weekly discussions or
reflections will be penalized for lateness according to the rubric and instructions.
Course/Faculty Evaluation:
As part of Galen’s continued effort to offer courses of the highest quality and effectiveness, students will have the
opportunity to evaluate this course as well as provide feedback on course faculty. Evaluations will be distributed to
students prior to the end of the term. All evaluations are completely confidential and anonymous.
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
4
Topical Outline/Course Schedule:
Any changes to this syllabus will be communicated to the student in writing.
UNIT 1 INTRODUCTION TO DIVERSITY, EQUITY, AND INCLUSION
Unit Student Learning Outcomes
1. Define terms related to diversity, equity, and inclusion. (CSLO 1)
2. Recognize characteristics and diversity among cultures. (CSLO 6)
3. Discuss the significance of engaging in conversations on cultural diversity, equity, and inclusion. (CSLO 4)
4. Demonstrate ways to engage in conversations on cultural diversity, equity, and inclusion. (CSLOs 5, 6)
5. Identify areas for personal growth related to cultural competency. (CSLOs 2, 4)
Theory Content
1.1 Terms related to diversity, equity, and inclusion
• Culture
• Identity
• Subculture
• Cultural diversity
• Cultural competency
Learning Activities and Assignments
•
•
•
Readings in Canvas related to diversity, equity, and inclusion
Week 1 Discussion
Assignment – Diversity, Equity, and Inclusion Self-Assessment
1.2 Characteristics and diversity among cultures
• Cultural groups
o Geographic identities
o Immigrant, migrant, indigenous, and civic identities
o Racial and ethnic identities
o Gender and intersex identities
o Sexual identities
o Religious and spiritual identities
o Disability identities
• Heritage
1.3 Significance of conversations on cultural diversity, equity, and inclusion
• Equity
• Equality
• Inclusion
• Allyship
1.4 Ways to engage in conversations on cultural diversity, equity and
inclusion
• Communicate respectfully
• Identity-first language
• Ensure full participation for all
• Avoid using communication that marginalizes
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
5
•
Foster empathy
1.5 Personal growth related to cultural competency
• Self-assessment related to cultural diversity, equity, and inclusion
UNIT 2 OPPRESSION, PRIVILEGE, AND INTERSECTIONALITY OF IDENTITIES
Unit Student Learning Outcomes
1. Define terms related to oppression, privilege, and intersectionality. (CSLO 1)
2. Recognize the multiplicity of identities. (CSLOs 2, 6)
3. Compare individual, interpersonal, and institutional oppression. (CSLO 3)
Theory Content
2.1 Terms related to oppression, privilege, and intersectionality
• Oppression
• Discrimination
• Microaggressions
• Microinsults
• Social privileges
• Intersectionality
• Prejudice
Learning Activities and Assignments
•
•
Readings in Canvas related to oppression, privilege, and intersectionality
of identities
Week 2 Discussion
2.2 Multiplicity of identities
• Exploring one’s identities
• Matrix of Domination
• Challenging binary thinking
2.3 Individual, interpersonal, and institutional oppression
• Nationalism
• Racism and ethnocentrism
• Sexism, genderism, and intersexism
• Heterosexism
• Religious discrimination
• Ableism
UNIT 3 IMMIGRANT, MIGRANT, AND NATIONAL IDENTITIES
Unit Student Learning Outcomes
1. Define terms related to immigrant, migrant, and national identities. (CSLO 1)
2. Describe history of immigration in the U.S. (CSLO 6)
3. Discuss privilege and oppression related to immigration and citizenship in the U.S. (CSLOs 3, 4)
Theory Content
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
Learning Activities and Assignments
6
3.1 Terms related to immigrant, migrant, and national identities
• Immigrants
• Migrants
• Indigenous groups
• Civic identities
• Nationalism
•
•
Readings in Canvas related to immigrant, migrant, and national identities
Week 3 Discussion
3.2 History of immigration in the U.S.
• Timeline of immigrant groups
3.3 Privilege and oppression related to immigration and citizenship in the
U.S.
• Nationalism
• Nativism
• Xenocentrism
• Xenophobia
UNIT 4 RACIAL AND ETHNIC IDENTITIES
Unit Student Learning Outcomes
1. Define terms related to racial and ethnic identities. (CSLO 1)
2. Identify various racial and ethnic groups. (CSLOs 2, 6)
3. Analyze the role of language in the context of race and ethnicity. (CSLOs 3, 4)
Theory Content
4.1 Terms related to racial and ethnic identities
• Race
• Ethnicity
• Hybrid identities
Learning Activities and Assignments
•
•
Readings in Canvas related to racial and ethnic identities
Week 4 Discussion
4.2 Various racial and ethnic groups (Census categories)
• African American/Black
• American Indian or Alaska Native
• Asian
• Hispanic (Non-White)
• Native Hawaiian or Other Pacific Islander
• White
• Multi-racial
4.3 The role of language in the context of race and ethnicity
• Forenames and surnames
• Accent and dialect
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
7
• Racial and ethnic labels
• Media portrayal
UNIT 5 RACISM, ETHNOCENTRISM, AND RACIAL DISCRIMINATION
Unit Student Learning Outcomes
1. Define terms related to racism and ethnocentrism. (CSLO 1)
2. Discuss privilege and oppression related to racial and ethnic identities. (CSLOs 3, 4)
3. Develop strategies for allyship in relation to racial and ethnic identities. (CSLO 5)
Theory Content
Learning Activities and Assignments
5.1 Terms related to racism and ethnocentrism
• Racism
• Ethnocentrism
•
5.2 Privilege and oppression related to racial and ethnic identities
• Lawsuits related to racial and ethnic oppression in corporate America
• Hate speech
• Stereotypes
•
•
Readings in Canvas related to racism, ethnocentrism, and racial
discrimination
Week 5 Discussion
Assignment – Culture Quest
5.3 Strategies for allyship in relation to racial and ethnic identities
• Social justice movements
UNIT 6 GENDER AND INTERSEX IDENTITIES
Unit Student Learning Outcomes
1. Define terms related to gender and intersex identities. (CSLO 1)
2. Discuss privilege and oppression related to gender and intersex identities. (CSLOs 3, 4)
3. Develop strategies for allyship in relation to gender and intersex identities. (CSLO 5)
Theory Content
6.1 Terms related to gender and intersex identities
• Gender
• Cisgender
• Transgender
• Physiological sex
• Intersex
• The spectrum model of sex, gender identity, and gender expression
Learning Activities and Assignments
•
•
Readings in Canvas related to gender and intersex identities
Week 6 Discussion
6.2 Privilege and oppression related to gender and intersex identities
• Sexism
• Cisgenderism
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
8
•
•
Transphobia
Intersexism
6.3 Strategies for allyship in relation to gender and intersex identities
• Social justice movements
UNIT 7 SEXUAL IDENTITIES
Unit Student Learning Outcomes
1. Define terms related to sexual identities. (CSLO 1)
2. Discuss privilege and oppression related to sexual identities. (CSLOs 3, 4)
3. Develop strategies for allyship in relation to sexual identities. (CSLO 5)
Theory Content
Learning Activities and Assignments
7.1 Terms related to sexual identities
• Sexual orientation
• The spectrum model of sexual identity
•
•
•
Readings in Canvas related to sexual identities
Week 7 Discussion
Assignment - Anti-Oppression Plan Infographic
7.2 Privilege and oppression related to sexual identities
• Homophobia
• Heterosexism
• Heteronormativity
7.3 Strategies for allyship in relation to sexual identities
• Social justice movements
UNIT 8 RELIGIOUS AND SPIRITUAL IDENTITIES
Unit Student Learning Outcomes
1. Define terms related to religious and spiritual identities. (CSLO 1)
2. Discuss privilege and oppression related to religious and spiritual identities. (CSLOs 3, 4)
3. Develop strategies for allyship in relation to religious and spiritual identities. (CSLO 5)
Theory Content
8.1 Terms related to religious and spiritual identities
• Religion
• Spirituality
• Secularism
• Agnosticism
• Atheism
• Non-religion
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
Learning Activities and Assignments
•
•
Readings in Canvas related to religious and spiritual identities
Week 8 Discussion
9
8.2 Privilege and oppression related to religious and spiritual identities
• Religious discrimination
8.3 Strategies for allyship in relation to religious and spiritual identities
• Social justice movements
UNIT 9 DISABILITY IDENTITIES
Unit Student Learning Outcomes
1. Define terms related to disability identities. (CSLO 1)
2. Discuss privilege and oppression related to disability identities. (CSLOs 3, 4)
3. Develop strategies for allyship in relation to disability identities. (CSLO 5)
Theory Content
9.1 Terms related to disability identities
• Medical model of disability
• Social model of disability
• Diversability
• People-first language
Learning Activities and Assignments
•
•
•
Readings in Canvas related to disability identities
Week 9 Discussion
Assignment – Investigate a Religion
9.2 Privilege and oppression related to disability identities
• Ableism
9.3 Strategies for allyship in relation to disability identities
• Social justice movements
UNIT 10 SELECTED TOPICS IN CULTURAL DIVERSITY, EQUITY, AND INCLUSION
Unit Student Learning Outcomes
1. Identify various cultural groups. (CSLO 1)
2. Discuss privilege and oppression related to various cultural groups. (CSLOs 3, 4)
3. Develop strategies for allyship in relation to various cultural groups. (CSLO 5)
Theory Content
10.1 Various cultural groups
• Age and generational identities
• Identities based on appearance and health
• Socioeconomic identities
• First generation student identities
Learning Activities and Assignments
•
•
Readings in Canvas related to selected topics in cultural diversity, equity,
and inclusion
Week 10 Discussion
10.2 Privilege and oppression related to various cultural groups
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
10
•
•
•
Ageism
Lookism, sizeism, and healthism
Classism and tribalism
10.3 Strategies for allyship in relation to various cultural groups
• Social justice movements
UNIT 11 GLOBAL TRENDS IN DIVERSITY, EQUITY, AND INCLUSION
Unit Student Learning Outcomes
1. Define terms related to global trends in diversity, equity, and inclusion. (CSLOs 1, 6)
2. Discuss efforts to create peaceful, just, and inclusive societies. (CSLOs 5, 4)
3. Discuss challenges to diversity, equity, and inclusion efforts. (CSLOs 5, 6)
4. Examine one’s awareness of diversity, equity, and inclusion. (CSLOs 1, 5)
Theory Content
Learning Activities and Assignments
11.1 Terms related to global trends in diversity, equity, and inclusion
• Sustainable Development Goals (SDGs)
11.2 Efforts to create peaceful, just, and inclusive societies
• Access to quality education, health care, economic, societal benefits,
and judicial institutions
• Reducing all global inequalities
• Peaceful, just, and strong institutions
•
•
•
Readings in Canvas related to global trends in diversity, equity, and
inclusion
Week 11 Discussion
Assignment – Diversity, Equity, and Inclusion Reassessment
11.3 Challenges to diversity, equity, and inclusion efforts
• Tokenism
• Mindset
• Implementation
• Governance
11.4 Awareness of diversity, equity, and inclusion
• Considering one’s willingness to engage in self-reflection
• Assessing personal growth related to diversity, equity, and inclusion
UNIT 12 COURSE SUMMATION
Unit Student Learning Outcomes
1. Discuss one's growth in diversity, equity, and inclusion. (all CSLOs)
Theory Content
12.1 Personal growth
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
Learning Activities and Assignments
•
Week 12 Discussion: Course Wrap-Up
11
• Reflecting on diversity, equity, and inclusion
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
12
Weekly Discussion Guidelines:
Online discussions are an essential component of the program and course. You are expected to respond to the discussion
questions with your initial post by the 4th day of the unit week. After the initial post, you will then respond to at least
two threads on two additional days to drive the weekly unit discussions. You should respond to the threads throughout
the unit week, but all responses need to be submitted no later than the last day of the unit week.
Each week your discussion will be graded on a point scale. In order to successfully complete each weekly discussion
assignment, you will need to address all items included in the discussion topic/question; respond thoughtfully; add
value to the discussion; and apply ideas, insights, or concepts from scholarly sources such as: journal articles, assigned
readings, textbook material, lectures, course materials, or authoritative websites. For specific details and criteria, refer
to the discussion rubric below.
In addition to graded discussions, your course faculty may include non-graded discussions such as a course introduction
discussion. Although posting to these discussion boards will count as an academic activity for attendance purposes, they
may not factor into your final course grade. Make sure to read the directions of each discussion carefully.
There will be a course wrap-up discussion in week 12. This discussion will have a separate rubric.
Note: All assignments should be completed thoroughly, accurately, and on time. Late submissions will not be accepted for
grading. Any submissions outside of the assigned unit week will not be counted. Please ensure that you plan accordingly and
take steps to ensure you meet the assigned submission dates.
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
13
Weekly Discussion Grading Rubric (Weeks 1-11):
Achievement
Criteria
Achievement Level 4
Level 5
Initial post completed by Initial Post:
the due date.
Timeliness
(10 points)
Submitted a complete
Submitted an incomplete
initial post that
post. Minor issues with
Initial Post:
addressed all elements of elements.
Completeness of the question prompt(s).
(12 points)
Discussion
(15 points)
Prompt
Responses:
Frequency
Responses:
Discussion Board
Engagement
Application of
Information
Resources
Posted two response
posts on two separate
days in addition to the
initial post day.
(10 points)
Posted two response
posts on one separate
day in addition to the
initial post day.
(7 points)
Posted two substantive
responses that
contributed to the
development of the
discussion.
Examples of strong
engagement include
reasonable
responsiveness within
one’s own thread,
remaining engaged
within threads, and
leading questions to
promote engagement.
(20 points)
Student’s writing is
supported with at least
one scholarly source in
the initial post. Examples
of scholarly sources are
journal articles, assigned
-
-
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
Achievement Level 3
Achievement Level 2
-
-
Submitted an incomplete
post. Multiple missing
elements.
(9 points)
Submitted an incomplete
post. Significant missing
elements. Or initial post
submitted was blank or
incomplete and followed
by a complete initial
post.
(6 points)
Posted one response
post on the same day as
the initial post.
(2 points)
Posted two response
posts on the same day as
the initial post or posted
one response post on one
separate day in addition
to the initial post day.
(5 points)
Posted only one
substantive response
that contributed to the
development of the
discussion.
(10 points)
Student’s writing is
supported with a nonscholarly source in their
initial post.
(5 points)
Achievement Level 1
Initial post submitted
late or not submitted.
(0 points)
No initial post submitted,
or post was severely off
target in addressing the
discussion
question/topic.
(0 points)
No posts were submitted.
(0 points)
Posted responses that
were not substantive or
did not contribute to the
development of the
discussion.
(5 points)
No responses were
submitted.
(0 points)
-
No initial post or
student’s writing is not
supported with any
source.
(0 points)
14
Critical Thinking
Initial Post and
Responses:
Written
Communication
APA Formatted
References and
In-Text Citations
Total
readings, textbooks,
lectures, course
materials, or
authoritative websites.
(10 points)
Initial discussion post
and responses
successfully show
evidence of accurately
interpreting topical
knowledge, identifying
relevant arguments,
evaluating alternative
perspectives, justifying
viewpoints, explaining
assumptions, and
drawing upon
reasonable and
thoughtful conclusions.
(15 points)
Posts contain proper
spelling and grammar.
Student organized the
content, the flow was
logical and clear,
including the use of
professional language.
(10 points)
All sources used in
discussion post(s)
include properly
formatted APA in-text
citation(s) and full
reference(s). No APA
style errors.
(10 points)
Initial discussion post
and most responses
successfully show
evidence of accurately
interpreting topical
knowledge, identifying
relevant arguments,
evaluating alternative
perspectives, justifying
viewpoints, explaining
assumptions, and
drawing upon
reasonable and
thoughtful conclusions.
(12 points)
Initial discussion post or
responses lack evidence
of accurately
interpreting topical
knowledge, identifying
relevant arguments,
evaluating alternative
perspectives, justifying
viewpoints, explaining
assumptions, and
drawing upon
reasonable and
thoughtful conclusions.
(9 points)
Initial discussion post
and responses lacks
evidence of accurately
interpreting topical
knowledge, identifying
relevant arguments,
evaluating alternative
perspectives, justifying
viewpoints, explaining
assumptions, and
drawing upon
reasonable and
thoughtful conclusions.
(6 points)
No initial post and
response posts or posts
completely lack evidence
of critical thinking.
(0 points)
Posts contain minor
issues with grammar,
spelling, and professional
language.
(7 points)
Posts contain multiple
issues with grammar,
spelling, and professional
language.
(5 points)
Posts contain significant
issues with grammar,
spelling, and professional
language.
(2 points)
No discussion post
submitted, or posts
contained inappropriate
language.
(0 points)
Attempted in-text
citation and full
reference with all
sources used in
discussion post(s). APA
style contains minor
issues.
(7 points)
Attempted in-text
citation or full reference
with all sources used in
discussion post(s). No
APA style errors.
issues.
(5 points)
Attempted in-text
citation and/or full
reference with all
sources used in
discussion post(s). APA
style contains multiple
issues.
(2 points)
No discussion post
submitted, or no attempt
made to include an intext citation or full
reference.
(0 points)
100
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
15
Week 12 Course Wrap-up Discussion Grading Rubric:
Criteria
Initial Post:
Timeliness
Initial Post:
Completeness of
Discussion
Prompt
Responses:
Discussion Board
Engagement
Critical Thinking
Achievement Level 5
Achievement Level 4
Achievement Level 3
Achievement Level 2
Initial post completed by
the due date.
(15 points)
-
-
-
Submitted a complete
initial post that addressed
all elements of the
question prompt(s).
(30 points)
Submitted an incomplete
post. Minor issues with
elements.
(22 points)
Submitted an incomplete
post. Multiple missing
elements.
(15 points)
Submitted an incomplete
post. Significant missing
elements. Or initial post
submitted was blank or
incomplete and followed
by a complete initial post.
(8 points)
Posted at least one
substantive response that
contributed to the
development of the
discussion.
-
-
-
Initial discussion post and
responses show some
evidence of accurately
interpreting topical
knowledge, identifying
relevant arguments,
evaluating alternative
perspectives, justifying
viewpoints, explaining
assumptions, and drawing
Initial discussion post or
responses lack evidence of
accurately interpreting
topical knowledge,
identifying relevant
arguments, evaluating
alternative perspectives,
justifying viewpoints,
explaining assumptions,
and drawing upon
Initial discussion post and
responses lacks evidence
of accurately interpreting
topical knowledge,
identifying relevant
arguments, evaluating
alternative perspectives,
justifying viewpoints,
explaining assumptions,
and drawing upon
Examples of strong
engagement include
reasonable
responsiveness within
one’s own thread,
remaining engaged within
threads, and leading
questions to promote
engagement.
(25 points)
Initial discussion post and
responses successfully
show evidence of
accurately interpreting
topical knowledge,
identifying relevant
arguments, evaluating
alternative perspectives,
justifying viewpoints,
explaining assumptions,
and drawing upon
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
Achievement
Level 1
Initial post
submitted late or
not submitted.
(0 points)
No initial post
submitted, or post
was severely off
target in
addressing the
discussion
question/topic.
(0 points)
No responses were
made.
(0 points)
No initial post and
response posts or
posts completely
lack evidence of
critical thinking.
(0 points)
16
reasonable and thoughtful
conclusions.
(20 points)
upon reasonable and
thoughtful conclusions.
(15 points)
reasonable and thoughtful
conclusions.
(10 points)
reasonable and thoughtful
conclusions.
(5 points)
Initial Post and
Responses:
Written
Communication
Posts contain proper
spelling and grammar.
Student organized the
content, the flow was
logical and clear, including
the use of professional
language.
(10 points)
Posts contain minor issues
with grammar, spelling,
and professional language.
(7 points)
Posts contain multiple
issues with grammar,
spelling, and professional
language.
(5 points)
Posts contain significant
issues with grammar,
spelling, and professional
language.
(2 points)
Total
100
No discussion post
submitted, or posts
contained
inappropriate
language.
(0 points)
Unit 1
Diversity, Equity, and Inclusion Self-Assessment
Purpose
This assignment allows you to self-assess your awareness and understanding of diversity, equity, and inclusion topics. After covering various topics throughout
the term, in week 11, you will retake this assessment and complete an assignment.
(USLOs 1.2, 1.5)
Instructions
Complete the assessment (provided in Canvas) and submit it to the assignment Dropbox. This submission will be scored as a 100 for completion ranging to a 0
for incompletion.
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
17
Unit 5
Culture Quest
Purpose:
The purpose of this assignment is to research aspects of a cultural group of your choosing. Of concern is this group’s current situation in the U.S., their struggles,
and how students can practice allyship.
(USLOs 1.2, 1.4, 2.3, 3.1, 3.3, 4.3, 5.2)
Instructions
Complete the following steps:
First, pick a culture different from yours.
Next, select a person from your friends, relatives, classmates, or workplace that belongs to the culture. Conduct an interview (in-person or phone/video call) or
research this cultural group to collect information. Be sure to share the purpose of this assignment with the interviewee to engage in authentic conversations.
Students should collect information using the following questions.
Cultural Treatment
1. Is the cultural group well represented in the U.S.?
Research the latest demographic data available for this group’s population in the U.S. and your city.
2. What are the key characteristics of this cultural group, such as language, values, and customs?
3. How is this group portrayed in the media?
Cultural Oppression
1. Has this cultural group experienced any type of oppression and privilege throughout history?
2. What is this cultural group’s current social standing related to oppression and privilege?
3. What is the best way to be an ally of this group?
After collecting the material, create a PowerPoint Presentation that showcases all the information gathered from the interview/research. You can write in the
first person.
During the interview, you are welcome to enter a dialogue with the interviewee when responses about gender, race, or ethnicity elicit more information.
Presentation format
Title slide - Culture’s name, your name, and Galen institution’s name.
Content slides – 8-10 (Excluding the title and references slides), your presentation should include your research on all the prompts, in the given order above.
You may go beyond the slide limit.
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
18
Conclusion - Synthesize a summary of your content into a conclusion slide. Which aspects stood out for you, and how did learning about this culture contribute
to your cultural competency?
Last Slide(s) – References in APA format. Include in-text citations in the body of the slides.
Culture Quest Rubric:
Achievement Level
Content
6
Title Slide
Title slide has all the
required elements
(5 points)
Cultural
Treatment
CSLO 1
Cultural
Oppression
CSLO 3
Conclusion
Slide
Achievement Level
5
-
Thoroughly
researched
information on all
the 3 question
prompts under the
cultural treatment
section. Offered
specific examples for
each prompt.
(30 points)
Thoroughly
researched
information on only
2 of the 3 question
prompts under the
cultural treatment
section. Offered
specific examples
for each prompt.
(25 points)
Thoroughly
researched
information on all
the 3 question
prompts under the
cultural oppression
section. Offered
specific examples for
each prompt.
(25 points)
Synthesized the
knowledge gained by
researching the
culture.
(10 points)
Thoroughly
researched
information on any
2 of the 3 question
prompts under the
cultural oppression
section. Offered
specific examples
for each prompt.
(20 points)
-
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
Achievement Level
4
Title slide is missing
some required
elements
(3 points)
Thoroughly
researched
information on only
1 of the 3 question
prompts under the
cultural treatment
section or did not
offer specific
examples for each
item.
(20 points)
Thoroughly
researched
information on any
1 of the 3 question
prompts under the
cultural oppression
section. Offered
specific examples
for the 1 prompt.
(15 points)
Synthesized the
knowledge gained
by researching the
culture, but briefly.
(5 points)
Achievement Level
3
-
Achievement Level
2
-
Achievement Level
1
Did not include the
Title slide.
(0 points)
Partial research on
the first 3 question
prompts and did not
offer specific
examples for each
item.
(15 points)
Poor research on
the first 3 question
prompts and did not
offer specific
examples for each
item.
(10 points)
Did not complete.
(0 points)
Satisfactory
information on all 3
of the question
prompts. Did not
offer specific
examples for all
prompts.
(10 points)
Partial research on
any the 3 question
prompts, and did
not offer specific
examples for each
item.
(5 points)
Did not complete.
(0 points)
-
Substandard
synthesis of the
knowledge gained
by researching the
culture, but briefly.
(2 points)
Did not complete.
(0 points)
19
Presentation
Format
Satisfactory use of
slide design, legible
font, and formatted the
content in the order of
the question prompts.
(10 points)
Fair use of slide
design, legible font,
and formatted the
content in the order
of the question
prompts.
(5 points)
-
Spelling, Style,
and Grammar
Excellent use of
grammar with proper
sentence structure.
Presentation has been
proof-read and free of
errors. Written in a
professional manner.
(10 points)
Satisfactory use of
grammar with
proper sentence
structure.
Presentation
contains minor
errors. Written in a
somewhat
professional
manner.
(7 points)
Inadequate use of
grammar with
proper sentence
structure.
Presentation
contains obvious
errors in grammar
and spelling. Very
little attempt to write
in a professional
manner.
(3 points)
APA Formatted
References and
In-Text
Citations
Included supporting
evidence from the
interviewee or
scholarly sources for
all the 6 questions
question prompts.
Included APA
formatted references
and in-text citations.
(10 points)
Included supporting
evidence from the
interviewee or
scholarly sources
for most of the
question prompts.
Included APA
formatted
references and intext citations.
(7 points)
Fair use of grammar
with proper
sentence structure.
Presentation
contains some
errors in grammar
and contains minor
spelling errors.
Obvious attempt to
write in a somewhat
professional
manner.
(5 points)
Included supporting
evidence from the
interviewee or
scholarly sources
for 1/2 of the
question prompts.
Included APA
formatted
references or in-text
citations.
(5 points)
Total Points:
Included supporting
evidence from the
interviewee or
scholarly sources for
only a couple of the
question prompts.
Included APA
formatted references
or in-text citations.
(3 points)
Substandard use of
slide design,
illegible font, and
did not format the
content in the order
of the question
prompts.
(2 points)
Substandard and
unacceptable use of
grammar with
improper sentence
structure.
Presentation was
clearly not proofed
for grammar or
spelling. No attempt
to write in a
professional
manner.
(2 points)
-
Did not complete.
(0 points)
Did not complete.
(0 points)
Did not complete.
(0 points)
100
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
20
Unit 7
Anti-Oppression Plan Infographic
Purpose
This assignment allows you to demonstrate your knowledge of oppression by designing an anti-oppression infographic.
This infographic aims at promoting equity within the workplace.
(USLOs 2.1, 2.3, 3.1, 3.3, 4.1, 4.3, 5.2, 5.3, 6.2, 6.3, 7.2, 7.3)
Instructions
In this assignment, you will create an infographic that expresses a plan to challenge a type of oppression in the
workplace.
First, identify a type of oppression you would like to explore. You may choose from nationalism, racism, ethnocentrism,
sexism, genderism, intersexism, and heterosexism.
Then, review the resources provided in Canvas to learn about infographics and how to construct your infographic.
Include the following in your infographic:
• A title featuring the type of oppression you have selected (e.g., “Challenging Sexism in the Workplace”)
• Your name and college
• 3 or more ways in which this type of oppression manifests itself in the workplace using specific examples
• 1 or more major historical or current issues related to this type of oppression (may include relevant examples
reported via news media, court cases, and/or legislation)
• 3 or more ways to recognize privilege and limit this type of oppression in the workplace (supported with
research, facts, data, and/or policies)
• APA-formatted in-text citations and references for 2 or more scholarly or professional sources
Besides including all 6 required components listed above, you will also need to design a neat, professional, and visually
engaging infographic.
Submit your infographic to the Dropbox as a PDF or image file.
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
21
Anti-Oppression Plan Infographic Grading Rubric:
Content
Title Featuring Type
of Oppression
Selected
Student Name and
College
Ways in Which the
Type of Oppression
Manifests in the
Workplace
CSLO 3
Historical or Current
Issues Related to Type
of Oppression
CSLO 6
Recommendations to
Recognize Privilege
and Limit Oppression
in the Workplace
CSLO 4
Achievement Level 4
Achievement Level 3
Achievement Level 2
Achievement Level 1
Infographic displays a title
that features the type of
oppression selected as well
as the student’s name and
college.
(3 points)
Infographic displays
student’s name and college.
(2 points)
-
Title is present but does not
clearly indicate the type of
oppression selected.
(1 points)
Infographic does not clearly
display a title. Or assignment
was not submitted.
(0 points)
-
Student’s name or college is
missing from infographic.
(1 point)
3 or more ways in which the
selected type of oppression
manifests in the workplace
are clearly identified in the
infographic with supporting
examples.
(25 points)
2 ways in which the selected
type of oppression manifests
in the workplace are clearly
identified in the infographic
with supporting examples. Or
3 ways are identified but
there are issues with
supporting examples.
(17 points)
-
1 way in which the selected
type of oppression manifests
in the workplace is clearly
identified in the infographic
with supporting examples. Or
2 ways are identified but
there are issues with
supporting examples.
(9 points)
1 historical or current issue
related to the selected type of
oppression is clearly
identified in the infographic
but lacks an example
reported via news media,
court case, and/or
legislation.
(5 points)
1 recommendation to
recognize privilege and limit
the selected type of
oppression in the workplace
is clearly identified in the
infographic and supported
by scholarly/professional
evidence. Or 2
recommendations are
identified but there are
Infographic does not clearly
display student’s name or
college. Or assignment was
not submitted.
(0 points)
1 way in which the selected
type of oppression manifests
in the workplace is clearly
identified in the infographic
but there is an issue with the
supporting example. Or
assignment was not
submitted.
(0 points)
No historical or current issues
related to the selected type of
oppression are clearly
identified in the infographic.
Or assignment was not
submitted.
(0 points)
1 historical or current issue
related to the selected type of
oppression is clearly
identified in the infographic.
This includes an example
reported via news media,
court case, and/or
legislation.
(10 points)
3 or more recommendations
to recognize privilege and
limit the selected type of
oppression in the workplace
are clearly identified in the
infographic.
Recommendations are
supported by scholarly
and/or professional
evidence.
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
2 recommendations to
recognize privilege and limit
the selected type of
oppression in the workplace
are clearly identified in the
infographic and supported
by scholarly/professional
evidence. Or 3
recommendations are
identified but there are
1 recommendation to
recognize privilege and limit
the selected type of
oppression in the workplace
is clearly identified in the
infographic but there are
issues with supporting
scholarly/professional
evidence. Or assignment was
not submitted.
22
(25 points)
Application of
Information
Resources
Examples of scholarly
or professional sources
include journal articles,
assigned readings,
textbooks, lectures,
course materials, or
authoritative websites.
Design and
Appearance of
Infographic
Spelling, Style, and
Grammar
APA Formatted
References and InText Citations
Student’s infographic is
supported with at least 2
scholarly or professional
sources.
(10 points)
issues with supporting
scholarly/professional
evidence.
(17 points)
-
issues with supporting
scholarly/professional
evidence.
(9 points)
Student’s infographic is
supported with 1 scholarly
or professional sources.
Or 2 sources have been used
but there is an issue with the
credibility/authority of one
of the sources.
(5 points)
(0 points)
1 source has been used but
there is an issue with the
credibility/authority of the
source. Or no scholarly or
professional sources have
been used. Or assignment was
not submitted.
(0 points)
Student applied
recommended design
practices in their
development of a neat,
professional, and visually
engaging infographic.
Infographic includes relevant
images and graphics to
convey their anti-oppression
plan. Text content is easy to
read.
(15 points)
Excellent use of grammar with
proper sentence structure.
Infographic has been proofread and free of errors.
Written in a professional
manner.
(5 points)
There are minor issues
related to the design and
appearance of the
infographic. These may
include irrelevant
images/graphics or issues
with readability.
(10 points)
There are significant issues
related to the design and
appearance of the
infographic. These may
include irrelevant or missing
images/graphics or issues
with readability.
(5 points)
Infographic is not neat,
professional, or visually
engaging in its design and
appearance. Or assignment
was not submitted.
(0 points)
Fair use of grammar with
proper sentence structure.
Infographic contains some
errors in grammar and
contains minor spelling
errors. Obvious attempt to
write in a somewhat
professional manner.
(3 points)
Inadequate use of grammar
with proper sentence
structure. Presentation
contains obvious errors in
grammar and spelling. Very
little attempt to write in a
professional manner.
(2 points)
Infographic includes
properly formatted in-text
citations and references.
(5 points)
There are minor issues
related to the formatting of
in-text citations or references
in the infographic.
There are significant issues
related to the formatting of
in-text citations or references
in the infographic.
Substandard and
unacceptable use of grammar
with improper sentence
structure. Infographic was
clearly not proofed for
grammar or spelling. No
attempt to write in a
professional manner.
Or did not complete.
(0 points)
APA formatting of in-text
citations and references was
not attempted. Or infographic
is missing in-text citations and
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
23
(3 points)
Total
(2 points)
references. Or assignment was
not submitted.
(0 points)
100
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
24
asdfasdf
Unit 9
Investigate a Religion
Purpose
The purpose of this assignment is to gain in-depth knowledge of the diversity, equity, and inclusion aspects of a religion.
(USLOs 1.4, 2.3, 4.3, 6.2, 7.2, 8.1, 8.2, 8.3)
Instructions
Your instructor will assign each student a religion from the following list to research. If students wish to study a religion
not included in the list, they can do so with the instructor’s permission.
Bahá'í Faith
Buddhism
Christianity – Catholicism
Christianity – Protestantism
Hinduism
Islam
Jainism
Juche
Judaism
Mormonism
Native American Spirituality
Rastafarianism
Santeria
Scientology
Secularism/Agnosticism/Atheism/Non-religion
Shintoism
Sikhism
Spiritism
Taoism
Tengriism
Umbanda
Unitarian-Universalism
Wicca
Yoruba
Zoroastrianism
Students will collect the information and format a 10- to 12-slide presentation. Your presentation should include your
research on all the following prompts, in the given order.
Cultural and DEI issues
1.
2.
3.
4.
Describe 3-4 salient features that make this religion distinct from other religions.
How is spirituality understood in the religion?
How flexible is the religion to accepting alternative interpretations of scriptures, religious rules, and regulations?
How strictly do the followers adhere to the rules and guidelines in the scriptures?
Application prompt
Consider the following case study to determine how your chosen religion would respond to the questions below:
The Forrest Community Center (FCC) is a community organization that serves a very diverse population, including
people from all types of denominations, generations, ethnicities, racial identities, and so on. This tremendous diversity
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
25
creates challenges for the staff who wish to support everyone yet still respect those who follow traditional religious
doctrines. The organization’s leaders do not want to exclude or alienate anyone.
Sometimes the FCC hosts fundraisers that celebrate LGBTQIA issues and identity. Other times the FCC has honored the
accomplishments of women who have taken leadership roles typically reserved for men in their respective religions.
Some believe the FCC’s leadership has preferred to hire those who actively practice their religion versus those who
identify as non-religious, which could amount to religious discrimination.
How might your chosen religion respond to the FCC’s approach toward gender inclusion? Given what you know
about gender in your chosen religion, do you think this religion would welcome having a woman leader?
2. How might your chosen religion respond to the FCC’s approach toward LGBTQIA inclusion? Do you think your group
would disapprove of the FCC hosting wedding receptions and fundraisers for the LGBTQIA community?
3. How has your group experienced discrimination based on religious affiliation? How do you think religious
discrimination can be avoided in our society and the workplace?
4. How would you recommend other similar organizations be equitable, diverse, and inclusive of everyone in their
community?
1.
Presentation format
Title slide - Religion’s name, your name, and Galen institution’s name.
Content slides – 10-12 (Excluding the title and references slides), your presentation should include your research on all
the prompts, in the given order above. You may go beyond the slide limit.
Conclusion - Synthesize a summary of your content into a conclusion slide. Which aspects stood out for you, and how did
learning about this religion contribute to your cultural competency?
Last Slide(s) – References in APA format. Include in-text citations in the body of the slides.
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
26
Investigate a Religion Grading Rubric:
Achievement Level
Content
6
Excellent description
Cultural and
of salient features of
DEI Issues
the religion and
aspects of
CSLO 1
spirituality.
Thoroughly explains
all the 4 questions
under the Cultural
and DEI issues
prompt.
Gives supporting
evidence for all 4
questions.
(40 points)
Application
Prompt
CSLO 5
Presentation
Format
Spelling, Style,
and Grammar
Thoroughly explains
all the 4 questions
under the
Application prompt.
Gives supporting
evidence for all 4
questions.
(35 points)
Inclusion of title slide
with excellent use of
slide design and
legible font.
Formatted the
content in the order
of the question
prompts.
(10 points)
Excellent use of
grammar with
proper formatting.
Presentation has
been proof-read and
free of errors.
Achievement Level
5
Satisfactory
description of
salient features of
the religion and
aspects of
spirituality.
Thoroughly
explains only 3 of
the 4 questions
under the Cultural
and DEI issues
prompt. Gives
supporting evidence
for all 3 questions.
(32 points)
Thoroughly
explains only 3 of
the 4 questions
under the
Application prompt.
Gives supporting
evidence for all 3
questions.
(28 points)
-
Achievement Level
4
Fair description of
salient features of
the religion and
aspects of
spirituality.
Thoroughly explains
only 2 the 4
questions under the
Cultural and DEI
issues prompt.
Gives supporting
evidence for the 2
questions.
(24 points)
Satisfactory use of
grammar with
proper formatting.
Presentation
contains minor
errors. Written in a
Fair use of grammar
with proper
formatting.
Presentation
contains some errors
in grammar and
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
Thoroughly explains
only 2 the 4
questions under the
Application prompt.
Gives supporting
evidence for the 2
questions.
(21 points)
Inclusion of title slide
with fair use of slide
design and legible
font. Or did not
format the content in
the order of the
question prompts.
(6 points)
Achievement Level
3
Inadequate
description of salient
features of the
religion and aspects
of spirituality.
Briefly explains all
the 4 questions
under the Cultural
and DEI issues
prompt.
Does not give
supporting evidence
for any of the 4
questions.
(16 points)
Briefly explains all
the 4 questions
under the
Application prompt.
Does not give
supporting evidence
for any of the 4
questions.
(14 points)
-
Inadequate use of
grammar with
proper formatting.
Presentation
contains obvious
errors in grammar
Achievement Level
2
Substandard and
unacceptable
description of salient
features of the
religion and aspects
of spirituality.
Explanation of the 4
questions under the
Cultural and DEI
issues prompt. Does
not give supporting
evidence for all 4
questions.
(8 points)
Achievement Level
1
Did not complete.
(0 points)
Explanation of the 4
questions under the
Application prompt
in inadequate.
Does not give
supporting evidence
for all 4 questions.
(7 points)
Did not complete.
(0 points)
Missing title slide,
substandard use of
slide design and
legible font, and/or
did not format the
content in the order
of the question
prompts.
(2 points)
Substandard and
unacceptable use of
grammar with no
proper formatting.
Presentation was
clearly not proofed
Did not complete.
(0 points)
Did not complete.
(0 points)
27
APA Formatted
References and
In-Text
Citations
Total
Written in a
professional manner.
(5 points)
somewhat
professional
manner.
(4 points)
Included APA
formatted references
and in-text citations
for all the supporting
evidence.
(10 points)
Included APA
formatted
references and intext citations for
some of the
supporting
evidence. APA style
with minor errors.
(8 points)
contains minor
spelling errors.
Obvious attempt to
write in a somewhat
professional manner.
(3 points)
Included APA
formatted references
or in-text citations
for the supporting
evidence but with
major errors.
(6 points)
and spelling. Very
little attempt to write
in a professional
manner.
(2 points)
for grammar or
spelling. No attempt
to write in a
professional manner.
(1 point)
-
APA format for the
references or in-text
citations is missing.
(2 points)
Did not complete.
(0 points)
100
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
28
Unit 11
Diversity, Equity, and Inclusion
Reassessment
Purpose
The purpose of the assignment is to reflect on the change in your assessment scores and your knowledge of diversity, equity, and inclusion from Unit 1 to Unit 11
with the course content as the backdrop.
(USLO 11.4)
Cultural Competency Reassessment
Retake the Cultural Competency Assessment that you completed in Unit 1.
Next, reflect on the change in your scores and respond to the following questions in an APA formatted paper, using specific examples:
•
•
•
•
How much has your cultural competency score changed since Unit 1 of this course? Reflect on this change.
What factors hindered your cultural competency in the past? Explain.
Pick any 3 USLOs that promoted your knowledge on DEI issues and explain why. You can find the USLOs on Unit Overview pages for each unit or in the
course syllabus.
How can you help to create a more diverse, equitable, and an inclusive workplace and society from the knowledge you gained in this class? Explain.
Your paper should be 4-5 pages in length including title and references page. Be sure to cite specific videos, research articles, media, or specific discussion posts
to support your feedback. Provide a title page, double spaced essay, with a reference page as well in APA format.
Diversity, Equity, and Inclusion Reassessment Grading Rubric:
Content
Achievement Level 5
Reflection on
Cultural Competency
Score
Paper includes a
thorough reflection on
how the student’s
cultural competency
score has changed from
Unit 1 to Unit 11.
(10 points)
Achievement Level 4
-
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
Achievement Level 3
Paper includes a
reflection lacking in
detail on how the
student’s cultural
competency score has
changed from Unit 1 to
Unit 11.
(5 points)
Achievement Level 2
Achievement Level 1
-
Paper does not
include a reflection on
how the student’s
cultural competency
score has changed
from Unit 1 to Unit 11.
Or assignment was
not submitted.
(0 points)
29
Explanation of
Factors That
Hindered Cultural
Competency
CSLO 1
Explanation of how 3
USLOs Promoted
Student’s Knowledge
of DEI Issues
CSLO 2
Explanation of how
Student can
Contribute to a More
Diverse, Equitable,
and Inclusive
Workplace and
Society
CSLO 4
Application of
Information
Resources and
Activities From the
Course
CSLO 5
Paper includes a
thorough explanation of
various factors that
hindered student’s
cultural competency in
the past.
(20 points)
-
Paper includes an
explanation of various
factors that hindered
student’s cultural
competency in the past
but it lacks detail.
(10 points)
-
Paper identifies 3
USLOs and includes a
thorough explanation of
how each promoted the
student’s knowledge of
DEI issues.
(20 points)
Paper identifies 3
USLOs and includes a
somewhat thorough
explanation of how
each promoted the
student’s knowledge of
DEI issues.
(15 points)
Paper identifies 1
USLO and includes a
thorough explanation
of how it promoted the
student’s knowledge of
DEI issues. Or paper
identifies 2 USLOs but
the explanation of how
each promoted the
student’s knowledge of
DEI issues is lacking in
detail.
(5 points)
Paper includes a
thorough explanation of
how the student can
contribute to a more
diverse, equitable, and
inclusive workplace and
society.
(20 points)
-
Paper identifies 2
USLOs and includes a
thorough explanation
of how each promoted
the student’s
knowledge of DEI
issues. Or paper
identifies 3 USLOs but
the explanation of how
each promoted the
student’s knowledge of
DEI issues is lacking in
detail.
(10 points)
Paper includes an
explanation of how the
student can contribute
to a more diverse,
equitable, and inclusive
workplace and society
but it lacks detail.
(10 points)
Specific course
materials and/or
activities have been
cited in the paper to
support the student’s
response.
(10 points)
-
Only one specific
course material or
activity has been cited
in the paper to support
the student’s response.
(5 points)
-
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
-
Paper does not
include an
explanation of various
factors that hindered
student’s cultural
competency in the
past. Or assignment
was not submitted.
(0 points)
Paper identifies 1
USLO but the
explanation of how it
promoted the
student’s knowledge
of DEI issues is
lacking in detail. Or
assignment was not
submitted.
(0 points)
Paper does not
include an
explanation of how
the student can
contribute to a more
diverse, equitable,
and inclusive
workplace and
society. Or
assignment was not
submitted.
(0 points)
Specific course
materials or activities
have not been cited in
the paper to support
the student’s
response.
(0 points)
30
Paper Length
Spelling, Style,
and Grammar
APA Formatted Title
Page, Body of the
Paper, Reference
Page, and In-Text
Citations
Total
Paper is between 4-5
pages in length
including title and
references pages.
(5 points)
Excellent use of grammar
with proper sentence
structure. Paper has been
proof-read and free of
errors. Written in a
professional manner.
(5 points)
-
Paper is within 1 page
of the 4-5 page length
requirement.
(3 points)
-
Satisfactory use of
grammar with proper
sentence structure.
Paper contains minor
errors. Written in a
somewhat professional
manner.
(4 points)
Fair use of grammar
with proper sentence
structure. Paper
contains some errors in
grammar and spelling.
Obvious attempt to
write in a somewhat
professional manner.
(3 points)
Inadequate use of
grammar with proper
sentence structure.
Paper contains obvious
errors in grammar and
spelling. Very little
attempt to write in a
professional manner.
(1 point)
Paper does not meet
the 4-5 page length
requirement.
(0 points)
Substandard and
unacceptable use of
grammar with
improper sentence
structure. Paper was
clearly not proofed for
grammar or spelling.
No attempt to write in
a professional
manner. Or did not
complete.
(0 points)
There are no errors with There are very few
There are some errors
There are multiple
No APA formatting of
APA formatting of the
errors with APA
with APA formatting of errors with APA
the title page, body of
title page, body of the
formatting of the title
the title page, body of the formatting of the title
the paper, reference
paper, reference page,
page, body of the paper, paper, reference page,
page, body of the paper, page, and in-text
and in-text citations.
reference page, and in- and in-text citations.
reference page, and in- citations.
(10 points)
text citations.
(5 points)
text citations.
(0 points)
(7 points)
(2 points)
100
Galen College of Nursing – CLD 2105 Course Syllabus – Version 7.0
31