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Mapping

The Working Group aimed to begin mapping the existing (co)-curricular offerings at UD, and to build campus-wide connections that foreground a complex and robust definition of diversity. In doing so, the intent was to gain a better understanding of diversity learning experiences offered beyond the Common Academic Program Diversity and Social Justice courses, and identify how existing diversity learning experiences are aligning with the Diversity ILG Learning Continuum. 

Scope

Identify

Campus Engagement

Conceptualizing the best approach to identify existing campus-wide diversity learning offerings requires acknowledging the important and vast work diversity learning experiences offered through (co)-curricular efforts from all units and departments on campus.

Survey

Diversity Offerings

The survey aimed to capture existing diversity offerings: What domains of the Diversity ILG Learning Continuum does the offering cover; its developmental level; department/unit engaged; and whether it's identified as a curricular or (co)-curricular offering.

Map

Assessing Learning

By mapping existing diversity offerings along the Continuum, the goal is to better understand of not only where we are successfully providing robust diversity learning experiences but assess any gaps in our curriculum to provide a holistic diversity learning experience.

Findings

In a Nutshell

Bias/Perspective

Advanced level bias/perspectives diversity learning experience is consistent for curricular and (co)-curricular offerings despite the majority of bias/perspective submissions being curricular offerings.

Intercultural Competence

While the majority of intercultural competence diversity learning experiences are curricular, the developmental levels are comparable across curricular and (co)-curricular opportunities, with the exception of advanced level.

Intersectionality/Power

Intersectionality/Power diversity learning experiences offered by respondents included (co)-curricular offerings at multiple developmental levels for nearly all units represented by submissions.

Social Justice/Inequality

While intermediate learning experiences are consistently overrepresented in curricular and (co)-curricular opportunities offered by each unit, beginner (co)-curricular learning experiences were underrepresented.

Interactive Mapping 

Filter by School and/or Diversity ILG Continuum Dimension

A total of 242 offerings were submitted covering all four domains of diversity at all developmental learning stages. While current offerings captured in the survey include experience at each of the development levels, nearly half of the offerings were classified as intermediate. In addition, the majority of the offerings shared were curricular experiences assessed by the respondent. 

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Out of the 242 submissions received, nearly all of the units and divisions across campus shared diversity offerings from their respective area, with most sharing both curricular and (co)-curricular experiences. While the majority of the submissions were provided by the College of Arts and Sciences in the form of curricular learning experiences, (co)-curricular learning experiences were shared by nearly all units. 


Diversity experiences that include content on bias/perspective were offered by each of the units represented in the responses. Based on the responses received, the majority of the units offering diversity learning experiences around bias/perspective are providing opportunities across developmental levels. However, advanced level bias/perspectives diversity learning experience is consistent for curricular and (co)-curricular offerings despite the majority of bias/perspective submissions being curricular offerings.  

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While the majority of intercultural competence diversity learning experiences are curricular, the units who submitted offerings provide a more consistent inclusion of developmental levels by (co)-curricular experiences submitted within units. In addition, the developmental levels of the submitted intercultural competence diversity learning experiences are comparable across curricular and (co)-curricular opportunities, with the exception of advanced level opportunities. 

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Intersectionality/Power diversity learning experiences offered by respondents included (co)-curricular responses for nearly all units represented by submissions. In addition, units represented in the submitted (co)-curricular responses include offerings at multiple developmental levels. The (co)-curricular intersectionality/power diversity learning experiences submitted are much closer to being equal in frequency compared to the curricular learning experiences shared.

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Social Justice/Inequality diversity learning experiences were provided by all of the units represented in the responses. Even though the majority of offerings included curricular experiences, there was more variety of developmental levels represented in the responses within each of the individual units. While intermediate learning experiences are consistently overrepresented in curricular and (co)-curricular opportunities offered by each unit, beginner (co)-curricular learning experiences were underrepresented in the included social justice/inequality (co)-curricular responses.

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Recommendations

Thorough Surveying

to ensure diversity offerings at each level are documented and considered in a scaffolded learning experience.

Ongoing Surveying

to establish mapping practices responsive to curriculum changes, and provide the opportunity for continual reflection.

Assessment Process

ensuring students are successfully achieving the learning objectives as intended and designed at each developmental level.

In order to fully provide a scaffolded learning experience across diversity, we must ensure that curricular and (co)-curricular opportunities are available at each developmental level. Therefore, a more thorough survey needs to be conducted to ensure diversity offerings at each level are documented and considered in a scaffolded learning experience. Intentional surveying of any diversity learning experiences provided by units not currently represented in the existing data (Advancement, Athletics, Enrollment Management, Marketing and Communications, and UDRI) is recommended. Ongoing mapping work will provide a more accurate representation of existing offerings and better position the University to identify any gaps and limitations at particular developmental levels or individual domains. Once gaps and limitations have been further defined, resources to support the creation of additional opportunities to address the gaps can be provided. Such intentional coordination would facilitate the intentional transfer of this work across scaffolded levels by allowing those performing subsequent work to directly identify the places where students should have previously encountered the Continuum’s four learning dimensions.


In addition to a more thorough survey of existing offerings, consistent and ongoing surveying of diversity learning experiences is recommended. With new courses and programs being created and conceptualized by departments and units on an ongoing basis, establishing mapping practices that are responsive to ongoing curriculum changes is essential. Moreover, consistent awareness of diversity learning experience will provide the opportunity for continual reflection and understanding of any additional gaps or limitations in providing a developmental learning experience that may arise over time. 

Once a stronger awareness of existing diversity learning experiences is in place, developing an ongoing process for assessing student learning outcomes is recommended. Ensuring students are successfully achieving the learning objectives as intended and designed at each developmental level of the Continuum is critical to an effective scaffolded learning experience.


Once a stronger awareness of existing diversity learning experiences is in place, developing an ongoing process for assessing student learning outcomes is recommended. Ensuring students are successfully achieving the learning objectives as intended and designed at each developmental level of the Continuum is critical to an effective scaffolded learning experience.

Future work on Mapping is being transferred to the Curricular and (Co)-Curricular Education Committee (CCEC) of the University Inclusive Excellence Committee (UIEC). As a part of larger diversity initiatives, they will have the capacity to generate a greater level of response from across the university, including:

  • Making visible existing work that contributes to accomplishing the larger Continuum, as well as identifying  gaps in the Continuum that need to be addressed. 
  • Strengthening the intentionality of this work to increase its long-term impact rather than leaving it as aspirational or accidental. 
  • Balancing information submitted by respondents with a larger vision of the Diversity ILG as a whole, providing the assessment needed to foster stronger application of work and engagement across units.
  • Providing a vision of the totality of existing work will help hold the university as a whole accountable when measured across all units. 

Opportunities

Growth & Improvement

Diversity learning experiences are being offered in nearly every campus unit through curricular and (co)-curricular formats. In order to establish an effective scaffolded learning experience, a more intentional understanding of how learning experiences at the beginner level are needed to prepare students for learning experiences at the intermediate level, and beyond.

Similarly, intentional understanding of how curricular and (co)-curricular learning experiences are providing complementary and developmental learning experiences is critical. As current Mapping work indicates, there is much happening that is exciting, but it needs to be more widely known and connected to ongoing work as part of an intentional path forward to grow our institutional capacity

Recognition and awareness of how all offerings are contributing to the collective learning experience around diversity will provide students with a more cohesive learning experience that will facilitate deeper learning, more sustained growth, and transformative development.

Diversity ILG Working Group

CONTACT

Diversity ILG Working Group


300 College Park
Dayton, Ohio 45469
Email

Institutional Learning Goals

The seven institutional learning goals are the hallmark of our undergraduate education. Students’ learning around each of these seven ILGs is pursued through different structures and activities, such as coursework in their majors, the Common Academic Program, co-curricular programming, and learning experiences outside the formal curriculum.

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