Inclusive Excellence and CBA
What are we doing today?
 Review: What has CBA done on diversity?
 Identify: Logical next steps
 Explore: Possibilities and how CATL and CATL
IE can help
 GOAL: so you can develop a plan (maybe here:
https://uwlacrosse.qualtrics.com/SE/?SID=SV_
8w5fEVnlZjZfCOU&SVID=Prod and report it
here:
http://www.uwlax.edu/provost/ie/index.htm )
What is IE?
 Successor to Plan 2008 (on race)
 Integrate diversity efforts into all activities
 Maximize success
 Expand the definition of “diversity”
 Expands Plan 2008’s calls for infused curricula
and intentionality in recruiting and retention
 For help with the teaching and learning stuff:
CATL – IE
CBA and Plan 2008
 Instituted several meetings, discussions,
and seminars (expanding def. of diversity)
 Studied content in core courses: diversity
and ethics
 Created mentoring program for students of
color
 Recruited actively, both faculty and
students of color
 Defined learning goals
Logical next steps for CBA
 Organize small groups
 Select specific, product-oriented goals
 Plan how to get there
 Decide what you need
 Ask for help
A fully infused curriculum:
 Reduces prejudice
 Infuses course content
 Uses equitable teaching and learning
strategies
 Transforms the processes of knowledge
construction
Prejudice Reduction
 Faculty are key
 Incidents can be acute or “micro-
aggression”
 Know how to intervene; but remember
perception is reality
 Retention rates the tip of the iceberg
 Increased diversity WILL bring conflict
 Students need to know your door is open
How can CATL IE help?
 Learn: Reading and Videos, by population,
and General resources for reducing
prejudice
 Build skills: Open Door workshops (starting
in J-term)
 Talk it over: I’m happy to discuss particular
teaching and learning moments/incidents
with you; Teaching For Diversity is also
open to anyone
Diversity Infusion of Core Courses
Courses
Eco-110
Eco-120
Acc-221
Acc-222
Mgt-205
IS-220
BUS-230
Mkt-309
Fin-355
Mgt-308
Mgt-393
Mgt-449
Hours of
Class Time
1 to 3
0 to 2
5 to 6.5
0 to 2
0
1 to1.5
1
10 to12
0 to1
3 to 8
1 to15
“not separated”
to 2
Outcomes
Outcomes
identified
met
no
no
no
no
yes
yes
no
generally no
no
no
yes
mixed
no
no
yes
yes
mixed
mixed
generally yes
yes
no
mixed
mixed
mixed
Satisfaction with: CBA instructors
presenting a global perspective

Scale: (1) Very dissatisfied, (2) Moderately dissatisfied, (3) Slightly dissatisfied, (4)
Neutral, (5) Slightly satisfied, (6) Moderately satisfied, (7) Very satisfied
Satisfaction with: Required courses
relating concepts to the real world
Satisfaction with: CBA instructors
presenting social responsibility issues
Satisfaction with: CBA instructors
presenting ethical issues
How can CATL IE help?
 General IE Content resources
 Case study or project development
 Identify
 readings
 outcomes
 assessments
 Develop domestic travel-study, online
collaborations, web-based discussions
More possibilities:
 Infusion by topic: cases, discussions,
student interest groups, mock businesses,
problem-solving projects
 Business categories (e.g. health; sports)
 Social justice/social responsibility
 Environmental sustainability
 Needs of a particular community (e.g. rural;
identity-group)
 Topical threads or longitudinal cases
Equity in Teaching and Learning
 Outcomes
 Teaching strategies
 Course policies
 Evaluation (of students)
 Assessments (of student learning)
How can CATL IE help?
 General Equity Pedagogy resources
 Workshops
 Teaching For Diversity
 Consultations (individuals or groups)
 Help designing syllabi, course policies,
projects, exams, case studies
 Syllabus review
The Trick is:
 to push the
envelope
 without
overtaxing
either
students or
faculty
 expand
participation
Contact information
 Deb Hoskins
 hoskins.debo@uwlax.edu
 608-785-8734 (one number!)
 Happy to meet with you anywhere
 432 A Wimberly (especially mornings)
 160 A Wing (most afternoons)
CBA page:
http://www.uwlax.edu/catl/inclusiveexcelle
nce/cba.htm