March11 Infusing Diversity Presentation

8/3/2019 March11 Infusing Diversity Presentation

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Connie SchroederCenter for Instructional and Professional Development

Anj PettoBiological Science


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WHY INCLUSIVE UW SystemEXCELLENCE?

Inclusive Excellence represents a shiftnot in the essence of our work but howwe approach it and carry it out. Aboveall, Inclusive Excellence asks us toactively manage diversity as a vital andnecessary asset of collegiate life ratherthan as an external problem.


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Success in IEwill look like:

Improved campus climates that provide astrong, abiding sense of belonging andcommunity for all UW students

Better alignment and cohesiveness

between diversity efforts and otherinstitutional initiatives, particularly thosethat focus on excellence in undergraduateeducation

Greater numbers of UW students whopossess the requisite multiculturalcompetencies they need to navigate anincreasingly diverse democracy


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Assessment 30 minutes

What is meant by infusion, diversity, and curriculum?

What examples or models, both here at UWM and beyond, can helpus understand and imagine infusion at a curricular or course level?


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Visioning Exercise 60 minutes What should UWM look like in 5 years?

Please brainstorm your visions/priorities.

Each session will have chart-size Post-it pads to usefor this brainstorming exercise. To prioritize (as part of

closing out this session), please post items on yourbrainstormed list on the wall using the chart-size Post-it wall pads, and then ask everyone to use the smallPost-its (write numbers 1, 2, 3, etc. on them) to poston the wall by the brainstormed items of their choice.


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What would infusion in the curriculum look like?

What types ofstrategies, new collaborations, and

recommendations would help move forwardUWM forward in infusing diversity into thecurriculum in the next 5 years?

Why is infusion happening, or not, in the

curriculum what are the real challenges andobstacles and what is working?

What would be the benchmarks or milestonesthat help us know we are getting there?


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Break, 15 minutes 11:30 a.m. 11:45 a.m.

Next Steps, 90 minutes 11:45 a.m. -1:15 p.m. H

ow do you organize your visions into 3-4 priorityareas?

What strategic steps do we need to take to accomplishthese visions/priorities?

Wrap-Up, 15 minutes 1:15-1:30 p.m. finalize discussion and put outcomes of

Visioning/Priorities and Next Steps on flip chartpapers.


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Infusion Looks Like (5 yrs.)60 minutes

RecommendedStrategies

Benchmarks/milestonesObstacles/challenges


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What do we mean by:

Infuse?

Curriculum? Diversity?


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INFUSE to introduce, as if by pouring;

cause to penetrate; instill(usually followed by into ):

The energetic new principalinfused new life intothe school.

2. to imbue or inspire (usuallyfollowed by with ): The newcoach infused the team withenthusiasm.

3. to steep or soak (leaves,bark, roots, etc.) in a liquid soas to extract the solubleproperties or ingredients.

4. Obsolete . to pour in.

DIFFUSE 1. to pour out and spread, as a fluid. 2. to spread or scatter widely or thinly;

disseminate.

3. Physics . to spread by diffusion. verb (used without object) 4. tospread.

5. Physics . to intermingle by diffusion. adjective 6. characterized by great

length or discursiveness in speech orwriting; wordy.

7. widely spread or scattered;dispersed.

8. Botany . widely or loosely spreading. 9. Optics . (of reflected light) scattered,

as from a rough surface ( opposed tospecular).


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Diversity? UW System IE

DIVERSITY: Individual differences(e.g. personality, learning styles,

and life experiences) andgroup/social differences (e.g.

race/ethnicity, gender, sexual

orientation, country of origin,

and ability as well as cultural,political, religious, or otheraffiliations) that can be engaged

in the service of learning.


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At the beginning of the twenty-first century, thedebate is not whether to do it, but how.

Although many terms over the years have been used,such as multiculturalism, multicultural education, andethnic studies, the term diversitywill be used here.

A more encompassing term, diversityis meant torepresent all perspectives from groups that havetraditionally been excluded from or insufficientlyexamined in the curriculum.

-ALMA R. CLAYTON-PEDERSEN | CARYN MCTIGHE MUSIL


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A. Institutional Shared values and learning outcomes General education outcomes/Cultures and Communities Course requirements for all students Assessment Policy (syllabus, religious holidays, behavior, access)

B. Departmental/Programs Program outcomes Assessments

C. Courses: Multiple strategies, models andexamples to follow


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Calls for inclusion stem from the argument that a singular,Eurocentric perspective has had negative consequences forindividual students and for the larger society.

Proponents of diversity in higher education argue thatexcluding diverse perspectives in the curriculum hastruncated students' learning, leaving them ill-prepared tofunction in an increasingly diverse democracy.

The very purpose of higher educationto deepen students'understanding of what is known, how it has come to be

known, and how to build on previous knowledge to createnew knowledgeis thus undermined by eliminating the voicesof those whose experiences differ from those traditionallyrepresented.

http://www.education.com/reference/article/multiculturalism

-in-higher-education/


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If students graduate with the ability to think

critically, act responsibly, and negotiate

borders that might otherwise divide, thenhigher education will come closer to meeting

its historic mission of not only advancingknowledge, but contributing to stable, more

equitable democratic societies.


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Different diversity experiences appear to positively andsignificantly influence growth in critical thinking duringcollege.

Students experienced growth in critical thinking if theyparticipated in meaningful discussions with the potential toencounter challenging and new ideas about the perspectivesand experiences of people culturally different fromthemselves.

Racially oriented diversity experiences were particularlyimportant for enhancing critical thinking of white students.

(National Center on Postsecondary Teaching, Learning, andAssessment)


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In a longitudinal study of 4,403 college studentsattending nine public universities it was reportedthat students who have an opportunity to take a

diversified curriculum by the second year ofcollege scored higher on 19 of 25 outcomes ofthe study.

The strongest effects of diversity courses wereevident on complex thinking skills, retention,cultural awareness, interest in social issues, theimportance of creating social awareness, andsupport for institutional diversity initiatives.


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In a survey conducted for the Association ofAmerican Colleges and Universities, more

that 60 percent of employers polled saidrecent graduates lacked the skills to succeedin a global economy (Fischer, 2007).

Committee for Economic Development, a

nonprofit group of business and academicleaders, noted that demand for graduateswith strong international skills wasoutstripping supply (Fischer, 2007).


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Intercultural Knowledge and Competence is

"a set of cognitive, affective, and behavioral skills

and characteristics that support effective andappropriate interaction in a variety of culturalcontexts.

(Bennett, J. M. 2008. Transformative training: Designing programs forculture learning. In Contemporary leadership and intercultural

competence: Understanding and utilizing cultural diversity to buildsuccessful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA:Sage.)

http://www.aacu.org/value/rubrics/InterculturalKnowledge.cfm


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The most common model, surfacing at 68

percent of the AAC&U survey respondents,

asks students to take one diversity courseamong many offerings.


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CULTURALDIVERSITY:Three credits in a course relating to the study oflife experiences of African Americans,Hispanic/Latino Americans, American Indians orAsian Americans. Many, but not all, courseswhich satisfy Cultural Diversity also satisfy oneof the required distribution areas. (You will needto satisfy this requirement if you startedattending UWM in fall 1989 or thereafter.)

http://www4.uwm.edu/current_students/ger_information/index.cfm


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Certificate Requirements Students must complete 15 credits of Cultures and Communities courses in order to complete the

certificate: 3 credits in a section of the required CC core course in addition to 12 credits in CC approvedcourses. In addition to coursework students must engage in 15-20 hours of community engagementthrough a Service Learning experience.

The summary below outlines the five areas of the CC Certificate distribution requirements: Area 1 (core course): MulticulturalAmerica (3 credits). Currently offered as English 150, History 150, or

Women's Studies 150 (satisfies Humanities and Cultural Diversity GER requirements); Anthropology 150,

Sociology 150, or Urban Studies 150 (satisfies Social Sciences and Cultural Diversity GER requirements);or Film 150 or Art 150 (Peck School of the Arts; satisfies Arts and Cultural Diversity GER requirements);Urban Planning 350 (School of Architecture and Urban Planning).

Area 2: Cultures and Communities of the United States (3 credits). Issues and methods in thecomparative study of cultures and communities of the U.S. May be fulfilled by appropriate accreditedGER or Cultural Diversity courses in any discipline, school, or college. Students may also opt to take asecond MA 150 course in another discipline to satisfy their area 2 requirement.

Area 3: Global Perspectives on Culture and Community: (3 credits). Issues and methods in thecomparative study of cultures and communities outside North America and Europe. May be fulfilled by

appropriate accredited GER courses in any discipline, school, or college or through an appropriate studyabroad experience. Area 4:Art, Culture, and Community: (3 credits). May be fulfilled by courses that relate the theory and

production of art (dance, music, visual arts, film, and theater) to cultural and community contexts.Restricted to courses in the Peck School of the Arts except through special petition.

Area 5: Science, Culture, and Society: (3 credits). Includes courses that examine how scientificknowledge may be understood in relation to issues in culture and society. May be fulfilled by enrollmentin classes with a Natural Sciences or Social Sciences accreditation.

http://www4.uwm.edu/cc/students/certificate.cfm


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Is this our vision?

What will the current infusion of diversitylook like in 5 years given these efforts?


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AAC&U's survey: 78 percent of colleges responding from the West had

diversity requirements 68 percent of those in the Middle States (Mid-

Atlantic) region 60 percent in the North Central region

By contrast, only 45 percent of the institutions in the New England

region had diversity requirements in 2000, 36 percent of those in the South 35 percent in the Northwest.


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Sixty-three percent of colleges anduniversities reported either having a diversity

requirement in place or being in the processof developing one.

Fifty-four percent of survey respondents had

diversity requirements in place

another 8 percent were in the process ofestablishing them.


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Of course, general education courses cannot carry theintellectual and moral weight of accomplishing all this inone required course, or even in a sequenced series ofcourses.

Each institution needs to take a holistic look at the entirecurriculum, the interrelationship between generaleducation and the major, the cumulative kinds ofdevelopmental experiences a student might have in

progressing towards a degree, and the increasinglycomplex and demanding questions students are able topose and answer as they are challenged to use their newknowledge and civic, intercultural capacities to addressreal-world problems.


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Models and examples

Inclusive Excellence represents a shift not in theessence of our work but how we approach it andcarry it out.


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1. Stand-alone diversity courses. While offering such coursescertainly emphasizes the importance we place on understanding therole of diversity in modern society, there is a tendency to seediversity in this context as a special topic lying somewhere outsidethe core principles of journalism.

2.Dedicated class sessions on diversity or tied to a textbookchapter on diversity.

Again, such special treatment can create a sense that this subjectmatter is an isolated topic, marginalized, taken up in an obligatorybow to political correctness.

3. Finding natural points of entry for diversity to be discussedacross the curriculum. It potentially is the more effective approachto doing diversity in the classroom. Diversity is introduced tostudents in an organic, less self-conscious way that encouragesthem to cross their own boundaries in search of that untold story.


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All too often, the common assumption is that

only certain classes lend themselves to

infusing diversity.

This stems, in part, from limiting theunderstanding infusion to the choice of

authors of content.


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Carr (2007) in her article, Diversity andDisciplinary Practices,

argues that much of the revision work done byfaculty has been limited to revising and addingcontent in courses rather than attending to allfour factors. In addition, Carr noted that thediversity agenda has been primarily articulatedby experts in humanities and social sciences womens studies, black and ethnic studies,sociology of education, and feministpsychology.


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Students

CourseContent

TeachingMethods

Instructor

A framework

(Marchesani & Adams)


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Course description and objectives that reflect diversityHow does mydiscipline help prepare students to live and work in todays multiculturaldemocracy and interdependent world?

Content integration that includes multiculturalismWhat issues of

diversity, social justice, and civic engagement are infused in my coursecurriculum and how?

Instructional resources and materialsHow inclusive are my selectedmaterials?

Faculty and student worldviews and learning stylesHow do studentand faculty worldviews, learning styles, and teaching strategies match, and

how are my students learning styles accommodated? Instructional strategiesHow diversified are my strategies for facilitating

instruction and classroom dynamics?

Assessment diversificationHow do assessment activities accommodatemy students learning styles?


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The Faculty dimension includes knowing oneself, being awareof ones past socialization, and examining ones beliefs,attitudes, and assumptions.

Teaching Methods looks at how we teach, broadening teachingstrategies to address multiple learning styles, and developingclassroom norms that emphasize respect, fairness and equity.

The Course Content includes what we teach in a curriculum ofinclusion that represents diverse perspectives.

The fourth dimension represents the Students andunderstanding who they are, being sensitive to their varioussocial and cultural backgrounds and the different ways in whichthey experience the classroom environment.


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1) Includes other voices the focus is on the inclusion of writings,speeches, dialogues, films, etc. that originate from people ofdifferent social identities, cultural backgrounds, gender, anddisabilities;

2) Communicates interconnectedness - the development of asense that we are connected to others beyond our immediateexperience and geographic area;

3) Values diversity and equity embeds information andtechniques designed to impart a sense of why diversity and equityare important; and

4) Promotes transformative thinking challenges traditional viewsand assumptions; encourages new ways of thinking; and re-conceptualizes the field in light of new knowledge, scholarship,and new ways of knowing (p.13).


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Include diverse images as examples in PowerPoint slides Example: in social psychology, photo of African American physician on slide

covering helping behavior

Highlight research by members of groups that are underrepresented in

your field Example: in research methods, select article by female scientist whenever

possible; usually include photo of the researcher on slide

Use diverse names/themes on test questions Example: Alex and Tom feel passion and intimacy toward each other but

they cannot foresee themselves committing to each other because both

believe that commitment means marriage and their state does notrecognize same-sex marriages. Sternbergs triangular theory wouldcharacterize their love asa.romantic.b. fatuous.c. companionate.

d. empty.Leslie Ashburn-Nardo, Department of Psychology IUPUI


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Use clips, examples that highlight diversity even whenthe topic does not involve diversity per se

Examples

A Girl Like Me (seehttp://www.youtube.com/watch?v=17fEy0q6yqc) to teach aboutcultural influences on attraction in social psychology course

Madera, J.M., Hebl, M.R., & Martin, R. C. (2009). Gender andletters of recommendation for academia: Agentic andcommunal differences. Journal of Applied Psychology,94, 1591-

1599, to teach about structure of empirical articles in researchmethods course

Leslie Ashburn-Nardo, Department of Psychology IUPUI


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Interaction with individuals of variousbackgrounds in the community. This can be donein several ways, simple observation, reaching out

to the community, involvement in culturalactivities in the area (Greekfests, visiting a SeniorCenter or Nursing Home, attending a religiousservice of a faith different than yours, helpingfeed the homeless, doing a good deed withouttelling the person you did it, and so on).

Small group activities or discussions withresults being brought back to the entire group.


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Student research into diverse people who have madeimportant contribution to a particular field, forexample, women or people of color who have made a

significant impact on a science discipline such aschemistry, physics, biology, math, etc.

Student research into how a discipline is taught indifferent countries. For example, how is math taught

in India, or in Japan?

Research papers on various topics related to diversity.

- D r . B o n n i e A . Gr a y ; D r . P a u l N . Gr o c o f f 7 S e p t e m b e r 2 0 0 7U n i v e r s i t y o f Y o r k , U n i t e d K i n g d o m


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The basic broadcasting course discusses the rise of ethnicchannels such as the Black Entertainment Network andTelemundo forHispanic audiences.

Students in an advertising sales course discuss ads that

target minors, minorities and other special audiences. Students in a media writing course do articles on diversityissues such as physical access for disabled persons oncampus and the views of female Islamic studentsregarding womens issues.

An advanced reporting course is paired with a SpanishConversation and Translation course to interview andwrite articles for the local Hispanic community.

Corporate communication students learn that increasedsales and market share are enhanced by implementingdiversity plans throughout an organization.


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Readings about topics in diversity or readings by diverse authors,followed by class discussion or a paper.

Guest speakers always followed by an opportunity for questionsand answers. Make sure you set guidelines for having guestspeakers.

Using newspapers or TV news to bring up diversity issues withincurrent events.

Class activities. There are a whole host of activities you can havestudents do which teaches them different aspects of diversity.

There are workbooks available that provide lots of differentoptions that you can use directly or modify for your classroom.

D r . B o n n i e A . G r a y ; D r . P a u l N . G r o c o f f 7 S e p t e m b e r 2 0 0 7 U n i v e r s i t yo f Yo r k , U n i t e d K i n g d o m


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Group (or individual) class presentations on particulardiversity topics; can be done in various formats:debates (where students need to take opposite

viewpoints on a particular topic), panel presentations,student PowerPoint presentations, and so forth.

Exploring diversity on the Internet (both the positiveand the negative aspects of diversity).

Diversity portfolios, where students build a portfolioover the module of a semester on a particular topic, oron several topics related to diversity and the subjectmatter


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Anthropology

Art Business

Communication

Counseling Economics

Education

Engineering

English

Health Science History

Humanities Legal Studies Mathematics

Nursing PerformingArts Philosophy Physical Education Political Science Psychology

Reading Religion Science Sociologyhttp://www.maricopa.edu/divers

ityinfusion/COUR.HTM


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ABSTRACT OF DIVERSITY INFUSION WITHIN COURSE:I implemented a mathematics project at the intermediate/collegealgebra level that infuses diversity of world views.

This project asked students to model world population growth,density of population in terms of arable surface area, anddepletion of non-renewable resources, using exponential andlogarithmic functions. A total of 50+ students in three differentclasses were assigned this project during the Fall semester of2002.

Students were asked to analyze geographical data for 8 differentcountries of the world with widely varying physical geographies,cultures, and political, socio-economic, and technologicalconditions. The eight countries were Bangledesh, Brazil, China,Germany, Indonesia, Mexico, Nigeria, and the United States. Foreach country students computed values


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A media ethics professor wrote in a self-studyabout incorporating a discussion ofracist hoaxes into a broader discussion about

manipulations of media. He wrote,

My students dont know were coveringdiversity. We do not cover diversity from apolitical view. We approach it through journalism as an aspect of our jobs.Embrace diversity asan aspect of good journalism. Our goal issharpening perceptions and deepeningconsciences.


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BIO 160 Introduction toAnatomy and Physiology

Since this course deals with anatomical structures and theirfunctions, we focused on the prevalence of diseases

common to different racial, ethnic, cultural and religiousgroups.

Each student evaluated his/her own family background andmedical history to determine if there was a common illnessor practice among family members. They chose a topic

based on that or a different topic that was appealing tothem. Throughout the semester, the topics were presented during

the appropriate body system to promote awareness andcohesion of the course competencies. Students submitted awritten report at the time of their oral presentation.


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On the first day of class, the topic of diversity

was introduced and discussed in a lecture

form. After explaining to the students thatdiversity issues would be discussed

throughout the semester, the students wereasked to offer their opinions and thoughts

relating to diversity. An interactive discussionwas conducted until it was clear to all

students the purpose of the diversity project.


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Women are poorly represented in Chemistry. For students, 52% of undergraduates in 1997 were women but

only 37% of undergraduates in chemistry were female (RoyalSociety of Chemistry report). If this trend continues, there won't be parity for men and women till 2070.

Infusing diversity into the CHM 130 curriculum helps achieve abetter balance between males and females in CHM 130.

infusing two aspects of diversity, gender, and geographicalregion into the curriculum, wherein students participated ingathering information on the biographies and contributions ofEuropean women to the field of chemistry.

Students presented their work in the form of Power points. Thiswas followed by written reports on the reasons for the

underrepresentation of women in chemistry.


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We began the engineering workshop by asking faculty membersto think about engineering's potential and limits in addressingsocial problems. A primary focus was the issue of technology'sunintended consequences.

After introducing the concepts of power and privilege, wediscussed the example of the Toyota Prius. Engineers designedthe Prius to be extremely quiet--so quiet that it poses a danger tovision-impaired people, who cannot hear it. Vision-impairedpeople are now asking the automotive industry to designautomobiles that have minimum noise levels.

Other unintended consequences include the impingement onNative American fishing rights caused by hydroelectric dams andthe rampant consumerism driven by engineering's focus oncreating new products. We also examined two case studies thatfaculty members can utilize to explore the complex issues of

privilege, power, and difference in relation to engineering: theManhattan Pro ect and Hurricane Katrina.


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A. The first project involved student Power point presentations (oral)of the biographies and contributions of women chemists. To namea few:

Marie Curie

Eva Curie

Irene-Joliot Curie: 1, 2, 3. The Curies' struggles and valuable contributions to nuclearchemistry was highlighted .

Lise Meitner, the woman whom Einstein called 'The German Madame Curie' (a highhonour indeed: both to be praised by Einstein, and to be compared to Curie) was alwaysunassuming. Students find out that In 1992, Element 109 was named "Meitnerium" (Mt)in her honour. Her work led directly to the possibility of nuclear weapons, but Meitnerwould have no part in building a weapon of such destructive force. She went to great

lengths to distance herself from the negative possibilities her discoveries created. Dorothy Crowfoot Hodgkin determined the structure of insulin in 1969. Students are

amazed to learn that this culminated a study pursued over three decades. The details ofthe structure provided insight into the function of this vital hormone.

Rosalind Franklin The students learn that Rosalind Franklin obtained excellent X-raydiffraction photographs of DNA. They found that Franklin died of ovarian cancer whichwas quite possibly caused by exposure to radiation in the course of her research.


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B. Reading Assignments:(i) Brush, Stephen G. 1991. "Women in Science andEngineering". American Scientist, 79, 404-419(ii) "A Celebration of Women in Science" (cover story) 1991.

Discover. 12:8, 10-33

C. A 2-page report on why women are under-represented inChemistry (information obtained from a report published bythe Royal Society of Chemistry)

D. A 1-page report on the European country the chemistbelonged to, its culture, language, climate, customs andtraditions, science museums of interest, etc.


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SUCCESSES ANDDIFFICULTIES ENCOUNTERED:The students thoroughly enjoyed the project. A lot of them feltthat the project had great inspirational ability. It helped in thefacilitation of peer-to-peer dialogues and iteractions.

The impact of including this activity was dramatic after everygroup made its presentation in the form of Microsoft Power Point.Animated discussions resulted by having each group voice itsopinion on the factors that it felt were responsible for promotingor hindering the progress of women in Chemistry. Giving pupilsopportunity to voice opinions about Science helps in the creationof an environment conducive to learning.

Students had the opportunities to have discussions amongthemselves, including constructive dialogue, and this motivatedthem to learn and become effective communicators.


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ABSTRACT OF DIVERSITY INFUSION WITHIN COURSE:This course teaches legal writing skills to Legal Assisting andTribal Court Advocacy students. Writing assignments in pastsemesters have addressed a variety of law-related tasks andtopics not necessarily related to diversity.

My project infused diversity into this course, and thereby intothese two occupational programs, by developing lesson plansand writing assignments based on diversity topics.

Tasks included, for example, writing letters and articles and

preparing legal analyses summarizing the law on particulardiversity topics.

Subjects included disability access, age discrimination, racialsegregation, and diversity-related topics of the studentschoice. No modification of official competencies or course

outline was necessary.


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a microbiology course, Disease and Society, examines the movementof disease at the microbial level in relation to issues of race, gender,and social class.

A course in exercise and sport science, Power and Privilege in Sport,examines how the unequal distribution of resources across gender,race, social class, sexual identity, ability, and age plays out in sports.

Social Ethics in Engineering asks students to apply concepts ofsystems of oppression as they consider their professionaldevelopment as engineers.

A geosciences course, Environmental Justice, explores the impact of

environmental racism on people of color, and a fisheries and wildlife course, Multicultural Perspectives on

Natural Resources, considers how diverse social values affect changesin the physical landscape and biodiversity in the American West.

http://www.diversityweb.org/DiversityDemocracy/vol12no3/shaw.cfm


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We began by discussing climate issues related to the discipline's changingdemographics (women now outnumber men in veterinary medicineprograms). As we moved on to discuss content, we talked about animals'vulnerability in human society and asked how faculty members might assessanimal-human relations in the context of power and privilege. We concludedby asking faculty members to imagine how they might help their students

think about issues of difference, power, and privilege in light of a range ofquestions, including:

What is poverty's impact on the practice of veterinary medicine? How do cultural and gender differences affect the practice of veterinary

medicine? What role do veterinarians play in organizations that help humans, and do

veterinarians have an obligation to work toward improving humanconditions?

What ties does veterinary medicine have to pharmaceutical companies? What role do veterinarians play in global development work, in disasters, and

in wars? What role do veterinarians play in developing legislation about animal

welfare issues?


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The goal comes out of my training in anthropology --- both to recognize and to understand the impact of cultural perspective ... even onbiology.

We consider lactose intolerance a "disorder" or disease. However, lactose intolerance is not only more common in human populationsthan lactose tolerance (after weaning), it is also the normal state of affairs for all post-weaning mammals. A Eurocentric perspective seeslactose intolerance as an abnormal condition and so defines it as a disease. A proper perspective identifies the European variant as agenetic mutation that has fitness benefits in cultures where dairy products make up an appreciable proportion of available foods, even foradults. There are two issues here: (1) A redefinition of "normal" so that the unusual condition in Europeans is the standard condition, and

the condition of the rest of the world now becomes a disease or disorder; and (2) the renaming of the normal condition to call it"lactose intolerance" as though it were a deviation from the usual state of affairs in mammals. (We could do a similar bit with the sickle-cell trait or any of the hemoglobin variants)

I have a data set based on students in my past classes in which they

report ethnicity and many of them include skin color information (basedon paint samples that match their skin). When we look at the 20 or so

genetic traits that are recorded there, we find that none on thesetracks the ethnic and color variables very well. We can then talk aboutconcepts such as hypodescent (one-drop rules) and "blood quantum" measures.

We also have problems that students work on that have to do with sexdifferences in head measurements and so on. Clouds of data to be parsed,

graphed, queried and understood.


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Accompanied by Assessment


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Brief low stakes assessments How perspectives changed

How view of field changed

How approach to solving, thinking has changes

Higher Stakes Assignments

directly measure application of and inclusion of diverse

viewpoints, data, facts, evidence, and arguments: Rubrics

Criteria

Before/After Case analysis comparison

Predictions/Assumptions, Biases


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Global Perspective Rubric

Date: _______________

Rater: ____________________________ Course: __________________ Student: ________________

TRAIT Unacceptable Acceptable Exemplary Score

Identification of Global

Factors

No or incomplete identification of

some or all of the followingrelevant global factors: Economic,

Cultural, Legal, demographic

Some identification of most

of the relevant factors

Clear and some detailed

identification of relevantfactors.

Analysis of Global Factors No analysis of impact of relevant

global issues; Erroneous analysis

of impact

Some analysis of impact of

global factors; some

inaccuracies in analysis

Clear, accurate and

somewhat detailed analysis

of impact of relevant globalfactors

Application of Analysis to

Management Situation

No application of analysis to

specific management situation;

incorrect conclusions or

recommendations made.

Some application of analysis

to specific management

situation, weak conclusions

or recommendations made

Clear application of analysis

to specific management

situation; valid conclusions

and good recommendations

given

Adapted from California State University, East Bay website: www.csuhayward.edu/ira/wasc/slo


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The highest level of cultural competency

results when every policy, issue, and

action is examined in its cultural context and assessed for its strengths and limits.

From BennettsCultural Sensitivity Model


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Models of Institutional Programs

How do some institutions become more

successful at infusing diversity into thecurriculum and into courses?


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Culture: Structure/policies

Norms, practices, habits, behaviors

Values, beliefs

(Miles & Huberman, l984)


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The annual report alone does not appear togenerate sustained institutional change. Theliterature shows that the most successful diversitycurriculum revision initiatives, engage people inreading, thinking, and debating over time in asustained group that fosters development ofcollegial and personal relationships (McTighe Musilet al., 1999, p. 25).


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Structure/policiesGeneral Ed. LearningOutcomesCultures and

CommunitiesRewards and

incentives, recognitionInstructional

development resourcesFaculty senate?

Departmental?

Practices/normsSyllabus and coursedesignSharing

strategies/examplesAccessing

instructionaldevelopment oppts

Values/beliefsDiversity infused incurriculum isimportant for

graduates/societySpecific value for

majors/programsImproves learning

for allMy course can be

infused

Institutional

Departmental

Programs

Courses

individual


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Diversity Curriculum Infusion Program

(DCIP), established in 2003 University of MissouriKansas City

http://www.diversityweb.org/digest/vol10no2/ukpokodu.cfm


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The annual report alone does not appear to

generate sustained institutional change. The

literature shows that the most successfuldiversity curriculum revision initiatives,

engage people in reading, thinking, anddebating over time in a sustained group that

fosters development of collegial and personalrelationships (McTighe Musil et al., 1999, p.

25).


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Four daylong workshops

participants revise an existing course byinfusing the curriculum with diversity andsocial justice,

implement the course the following

semester, and make a presentation about the experience atthe campus-wide culminating celebrationheld in April.


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The first workshop: Orientation, community building, collectively define critical diversity examine their teaching using the rubric of the six areas of

potential diversity curriculum infusion (see sidebar)

The second workshop: self-transformation examine their biases and their commitment to diversity

The third workshop present preliminary drafts of their course revisions receive constructive feedback from the group

The fourth and final workshop is a celebratory experience: present the pre- and post-syllabi discuss the implementation experience.


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aroused faculty interest in the scholarship ofdiversity

appreciation for the opportunity to beempowered and challenged;

chance to discuss diversity and curriculuminfusion;

raised consciousness of diversity and itsenrichment in the curriculum;

newly energized teaching; increased knowledge of diversity; new teaching strategies they have learned;

heightened sensitivity and responsiveness todiverse groups of students.

The inventories were distributed by David Conn to every Cal Poly


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COLUMNA 51%

NONE-LOW

engineering

mathematics life and physical sciences

COLUMNS C & D 20%MEDIUM-HIGHAND HIGH

Nutrition Recreation Administration

Agribusiness

Kinesiology

English

Modern Languages

Literatures History

Social Sciences

Multiple Subject Credentialhttp://www.inclusiveexcellence.calpoly.edu/reports/curr_task_force_report.html

The inventories were distributed by David Conn to every Cal Polydepartment chair/head with undergraduate major(s) and theMultiple Subject Credential program.


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Column

Diversity

Inclusion Metric

Range

Level of Diversity% of

Programs

A 0 - 1.49 None-Low 51%B 1.50 - 2.99 Medium-Low 29%

C 3.00 - 4.49 Medium-High 12%

D 4.50 - 6.00 High 8%


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This program provides funding to support

faculty as they seek to infuse diversity issues

and perspectives into courses they currentlyteach. These projects are completed within

the framework of the Program for InfusingDiversity into the Curriculum. There is a one-

year commitment to the Program, which runsfrom summer each year to the end of spring

semester the following year.


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Selected participants receive a stipend for 90

hours during their one-year commitment.

This stipend is approximately equivalent toone, 3-hour course load.

http://www.mcli.dist.maricopa.edu/fsd/opps/diversity.html


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Student barriers Perceived student

defensiveness

Concern over studentevaluations

Perceived multiculturalfatigue

Perceived lack of

connection to content

from IUPUI Multicultural Teaching Community of Practice Faculty Survey, 2007-2008

http://www.diversityweb.org/digest/vol10no2/goodman.cfm


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From Boysen et al., 2009, Journal of Diversity in Higher Education


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Teaching resources e.g., Where would I begin to acquire knowledge, gain

confidence about how to teach about diversity?

Perceived especially by instructors who are not

diverse

Time constraints e.g., Ive got a standard curriculum to cover; theres

no time for covering extras like diversity

Lack of knowledge e.g., My graduate training did not include diversity,

cultural competence

from IUPUI Multicultural Teaching Community of Practice Faculty Survey, 2007-2008


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Since resistance is an expression of fear, anxiety, anddiscomfort, educators need to create an environmentofpsychological safety and readiness (Friedman and

Lipshitz 1992). Robert Kegan (1982) discusses the need forconfirmation (an environment of support) beforecontradiction (conditions that challenge currentmeaning-making systems).

Educators jump to contradiction, providing new andchallenging perspectives without first establishingenvironments and relationships of trust (among thestudents, but especially with the teacher).


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References Friedman, V. J., and R. Lipshitz. 1992. Teaching people to shift cognitive

gears: Overcoming resistance on the road to model II. Journal of AppliedBehavioral Science 28 (1): 11836.

Hardiman, R., and B. Jackson. 1992. Racial identity development:

Understanding racial dynamics in college classrooms and on campus. InPromoting diversity in college classrooms: Innovative responses for thecurriculum, faculty, and institutions, ed. M. Adams, 2137. San Francisco:Jossey-Bass.

Helms, J. 1995. An update on Helms white and people of color racialidentity models. In Handbook of multicultural counseling, ed. J. G.Ponterotto, J. M. Casa, L. A. Suzuki, and C. M. Alexander, 18198.

Thousand Oaks, CA: Sage. Kegan, R. 1982. The evolving self: Problems and process in human

development. Cambridge, MA:Harvard University Press. Tatum, B. D. 1997. Why are all the Black kids sitting together in the

cafeteria? and other conversations about race. New York: Basic Books


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Banks, J. (1995). Multicultural education: historical development, dimensions, and practice. In J. B. Banks (Ed.), Handbook of research on multicultural education (pp. 3-24). New York, New York: Macmillan Publishing. Carr, J. F. (2007). Diversity and disciplinary p ractices. In J. Branche, J. Mullennix, & E. C ohn (Eds.), Diversity across the curriculum: A guide for faculty in higher education (pp. 30- 37). Bolton, Massachusetts: Anker Publishing. Chang, M. (2002). The impact of an undergraduate diversity course requirement on students' racial views and attitudes.Journal of General Education, 25, 125-140. Chester, M., Wilson, M., & Milani, A. ( 1993). Perceptions of faculty behavior by students of color. The Michigan Journal of Political Science, 16, 54-79. Cohn, E., & Mullenix, J. (2007). Diversity as an integral component of college curriculum. In J. Branche, J. Mullennix, & E. Cohn (Eds.), Diversity across the curriculum: A guide for faculty in higher education (pp. 11-17) . Bolton, Massachusetts: Anker. Fischer, K. (2007, November 2). "Flat world" lessons for real-world students. Chronicle of Higher Education. Frey, B. (2007). Practices that facilitate diversity across the curriculum: Inclusive classroom

assessment. In J. Branche, J. Mullennix, & E. Cohn (Eds.), Diversity across the curriculum: A guide for faculty in higher education (pp. 23-29). Bolton, Massachusetts: Anker. Gottredson, N., Panter, A., Daye, C., Wightman, L. A., & Deo, M. (2008). Does diversity at undergraduate institutions influence student outcomes.Journal of Diversity in Higher Education, 1(2), 80-94. Gurin, P., Dey, E., Hurtado, S., & Gurin, G. (2002). Diversity and hig her education: Theory and impact on education outcomes. Harvard Educational Review, 72 (3), 320-366. 20 Hurtado, S. (2005). The next generation of diversity and intergroup relations research.Journal of Social Issues, 61(3), 595-610. Jackson, B. (1988, October). A model for teaching to diversity. Unpublished paper from a workshop at University of Massachusetts, Amherst. Kuh, G. D., & Whitt, E. J. (1988). The invisible tapestry: Culture in american colleges and universities. ASHE-ERIC Higher Education Reports. Washington: Association for the Study ofHigher Education. Marchesani, L. S., & Adams, M. (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. In M. Adams ( Ed.),Promoting diversity in college classrooms (Vol. 52). McTighe Musil, C., Garcia, M., Hudgins, C., Nettles, M., Sedlacek, & Smith, D. (1 999). To form a more perfect union. Washington: Association of American Colleges and Universities. Opinion of the Court. (2003). Grutter v. Bolinger, 539 U. S. 306. The U. S. Supreme Court. Orfield, G., Bachmeier, M., James, D., & Eitle, T. (1997). Deepening segregation in american public schools: A special report from the harvard project on school desegregation.Equity and Excellence in Education, 30 (2), 5-24. Shaw, E. (2005). Researching the educational benefits of diversity. New York: College Entrance Examination Board. Smith, D., & Wolf-Wendel, L. (2005). The challenge of diversity: Involvement or alienation in the academy?San Francisco, California: Jossey-Bass. Wlodkowski, R., & Ginsberg, M. (2003). Diversity and motivation: Culturally responsive teaching. San Francisco, California: Jossey-Bass. 21


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Visioning: 60 min.What could infusing

diversity in the curriculumlook like in five years?


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Infusion Looks Like (5 yrs.)60 minutes

RecommendedStrategies

Benchmarks/milestonesObstacles/challenges

Documents

March11 Infusing Diversity Presentation