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Diversity ILG Working Group

2020-2021 Diversity ILG Working Group began convening with a three-fold goal

Benchmarking institutions with successful scaffolded Diversity Institutional Learning Goals that draw from both curricular and (co)-curricular work on campus.

Benchmarking

Mapping the existing (co)-curricular offerings to build campus-wide connections that foreground a complex and robust definition of diversity.

Mapping

Assessing students’ learning in CAP DSJ courses in conjunction with the Continuum to gauge their experiences and provide insights to faculty.

Assessment
Chairs
  • Tom Morgan - College of Arts and Sciences: English; Race and Ethnic Studies
  • Castel Sweet - School of Business Administration: Crotty Center
Benchmarking Committee
  • Meghan Henning - College of Arts & Sciences: Religious Studies
  • Kirsten Mendoza - College of Arts & Sciences: English
  • Tom Morgan - College of Arts and Sciences: English; Race and Ethnic Studies
  • Tiffany Taylor Smith - Office of Diversity & Inclusion
Mapping Committee  
  • Mérida Allen - Multi-Ethnic Education and Engagement Center
  •  Steven Herndon - Housing and Residence Life
  • Novea McIntosh - School of Education and Health Sciences: Department of Teacher Education
  • Castel Sweet - School of Business Administration: Crotty Center 
Assessment Committee 
  • Ione Damasco - University Libraries
  • Youssef Farhat - College of Arts and Sciences: Political Science; CAP Diversity & Social Justice 
  • Natalie Hudson - College of Arts and Sciences: Political Science; Human Rights Studies
  • Jay Mathews - College of Arts and Sciences: Physics
  • James Obermeyer - School of Engineering: Department of Engineering Management, Systems, and Technology

Chairs
  • Tom Morgan - College of Arts and Sciences: English; Race and Ethnic Studies
  • Youssef Farhat - College of Arts and Sciences: Political Science; CAP Diversity & Social Justice 
Benchmarking Committee
  • Kirsten Mendoza - College of Arts & Sciences: English
  • Tom Morgan - College of Arts and Sciences: English; Race and Ethnic Studies
  • Tiffany Taylor Smith - Office of Diversity & Inclusion
Mapping Committee  
  • Mérida Allen - Multi-Ethnic Education and Engagement Center
  • Steven Herndon - Housing and Residence Life
  • Novea McIntosh - School of Education and Health Sciences: Department of Teacher Education
Assessment Committee 
  • Ione Damasco - University Libraries
  • Youssef Farhat - College of Arts and Sciences: Political Science; CAP Diversity & Social Justice 
  • Kathrin Hanek - School of Business Administration; Management and Marketing

Upon the publication of this report and website associated with it, the Diversity ILG Working Group will engage in a series of conversations around the findings, recommendations and opportunities for growth and improvement with various stakeholders including leadership, CAP committee and work groups, faculty and staff, as well as students. 

  • Report and Website publication under Provost ILGs website
  • Report announcement via the Office of the Provost 
  • Report announcement via University Campus Digest
  • Soft launch and presentation at the 2022 Learning Teaching Forum on January 6, 2022; 11:00 am 
  • CAP DSJ Faculty Workshop through a DSJ Hangout on February 2, 2022; 12:20-1:10 pm, with focus on interpreting their individual feedback, reflecting on lessons learned, and exploring how to enhance DSJ student learning
  • Report presentation at two Inclusive Excellence Academy Sessions on February 23, 2022; 9:00-10:30 am and 1:00-2:30 pm 
  • Open Forum for faculty and staff (TBD)
  • Open Forum for students facilitated by Student Government Association and engaging other interested student organizations such as BATU (TBD)
  • Conversation with the Office of Diversity and Inclusion to help position the Diversity ILG Continuum in relation to the roll-out of the University DEI Strategic Plan (TBD)
  • Conversation with CAPC, with focus on the 2-3 year plan to implement the Diversity ILG Continuum (TBD)
  • Conversation with CAP Coordinators (Humanities Commons, Principles of Oral Communication, and Social Science Interdisciplinary), with focus on scaffolded diversity learning (TBD)
  • Conversation with the Provost Council (TBD)
  • Conversation with Academic Senate entities including ECAS and APC, especially given the CAP 5 year review process for the DSJ component (TBD)
  • Conversation with University Inclusive Excellence Council and subcommittees, with focus on Mapping transition process and implementation of Continuum (TBD)

In addition to the roll- out work described above, we need to begin institutionalizing some of the Working Group’s practices while continuing to move this work forward:

  • Extending awareness of the best practices for scaffolding as a process as it relates to our diversity outcomes, and making sure that our work connects with current experiential as well as theoretical approaches
  • Researching ways to build stronger curricular and (co)-curricular connections, and facilitating a conversation around creating a university-wide accepted definition of (co)-curricular to help direct and develop this work 
  • Disseminating the CAP DSJ Assessment in Spring and Fall 2022 CAP DSJ courses to gather new data, and continue building assessment efforts 

There is also continuing work that needs to be taken up, but that will not be completed by the end of Spring 2022: 

  • Developing assessment and revision plans to ensure that the Continuum continues to reflect current best practices happening across the university
  • Helping coordinate and facilitate adoption of the Diversity ILG Continuum as a framework with CAP, specifically as it advances CAP DSJ development
  • Facilitating the visibility of enrollment and retention tracking data (primarily student, but also faculty and staff) to help with assessment and accountability 
  • Securing grants to support ongoing faculty and staff development to build our capacity, and exploring opportunities to share the Diversity ILG Working Group’s findings, efforts, and research at national conferences and through publication opportunities  

Context and Charge

The Diversity and Social Justice Curriculum Fellows came about via common questions about the CAP Diversity and Social Justice component from the Common Academic Program, the Office of Diversity and Inclusion, and the College of Arts and Sciences. The group was selected and tasked with the following:

  • Compile and organize resources, readings, and other materials that individuals might find useful in developing and teaching Diversity and Social Justice courses across academic disciplines. These materials may include readings, contextual documents, sample assignments, and activities.
  • Make the material gathered available through an Isidore site built by the DSJ Curriculum Fellows.
  • Develop guidance about what pursuit of the Diversity Institutional Learning Goal (ILG) may look like at the introductory, expanded, and advanced developmental levels. This guidance may take the form of sample learning objectives, rubrics, and activities appropriate to different levels of engagement
Members
  • Jason Combs, Department of Communication and Dialogue Zone Coordinator
  • Erin Gibbemeyer, Department of Chemical and Materials Engineering
  • Tom Morgan, Race and Ethnic Studies Program
  • Castel Sweet, Coordinator, Community Engaged Learning and Scholarship in the Fitz Center
  • Jivanto van Hemert, Housing & Residence Life in Student Development
  • Matthew Witenstein, Department of Educational Administration

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CONTACT

Diversity ILG Working Group


300 College Park
Dayton, Ohio 45469
Email

Institutional Leaning 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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