The General Education Diversity SurveyBackground

• The General Education Diversity Advisory Board was established by the General Education Council in the spring of 2005 in response to a call from Dr. Daniel Wubah, special assistant to the president, for all colleges to establish such a group to study diversity issues in their programs.

• Board members are: – Janet Daniel (Biology)– Lee Mayfield (Communication Studies)– Ramanga Osotsi (English)– Zewe Serpell (Psychology)– Karyn Sproles (General Education), Chair– Donna Sundre (CARS)– Jacqueline Walker (History)– Lee Ward (Academic Advising and Career Development)

• In order to fulfill the GEC’s charge, the Board tasked itself with developing an understanding of how diversity issues are addressed in the general education curriculum.

• Faculty who taught courses in the General Education Program in 2004-05 were asked to complete a brief survey regarding the diversity content of their classes and their own attitude toward diversity in the general education curriculum.

• The survey was conducted in conjunction with an inventory of syllabi from general education courses taught during the same year.

• The Board will follow up on the results of the inventory

and survey by holding focus groups for faculty by Cluster.

The Survey

• The survey was created by the Diversity Board as a way to enrich our understanding of diversity issues in the general education curriculum.

• The survey includes 5 questions and a final opened ended comment box.

• The survey was sent to 520 faculty members; 152 responses were received.

• The response rate was 29%.

14 Cluster One--GWRIT 1039 Cluster Two--GHUM 2007 Cluster One--GCOM 1237 Cluster Three--GSCI 1017 Cluster One--GCOM 1216 Cluster Five--GPSYC 1605 Cluster Two--GENG 2484 Cluster Four--GHIST 2254 Cluster Three--MATH 103, 107, 205, 220, 231, 2354 Cluster Two--GARTH 2054 Cluster Four--GANTH 1954 Cluster Two--GMUS 2004 Cluster Two--GAMST 2004 Cluster One--GHIST 1503 Cluster One--GBUS 1603 Cluster Two--GARTH 2063 Cluster Two--GENG 2363 Cluster Four--GGEOG 2003 Cluster Five--GPSYC 1012 Cluster Two--GENG 2392 CLuster Three--GSCI 1642 Cluster Three--GSCI 1042 Cluster Three--GSCI 1622 Cluster Three--GSCI 1632 Cluster Two--GENG 2472 Cluster Two--GHUM 2502 Cluster Two--GPHIL 1012 Other2 Cluster One GMAD 1502 Cluster One--GPHIL 1202 Cluster Four--GPOSC 2002 Cluster Two--GMUS 206

Course taught

9.3 %

6.0 %

4.6 %4.6 %4.6 %

4.0 %3.3 %

2.6 %

2.6 %

2.6 %

2.6 %

2.6 %

2.6 %

2.6 %

2.0 %

2.0 %2.0 %

2.0 %2.0 %

1.3 %1.3 %1.3 %1.3 %1.3 %1.3 %1.3 %1.3 % 1.3 %1.3 %1.3 %1.3 %1.3 %1.3 %1.3 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %0.7 %

0.7 %0.7 %0.7 %

74 Yes, such issues are central to my GenEd class(es)55 Yes, I include such issues as appropriate18 No, I do not include such issues in my General Education class(es)3 I am not sure

Is diversity included in your GenEd class(es)

49.3 %

36.7 %

12.0 %

2.0 %

49 Yes, this should be a component of each cluster51 Yes, but not necessarily in each cluster43 Perhaps, but only if the instructor thinks it is appropriate4 No, such issues are not appropriate to include in the General Education Curriculum3 I am unsure or have no opinion

Should diversity be a part of the GenEd program?

32.7 %

34.0 %

28.7 %

2.7 %

2.0 %

72 I often addressed diversity issues46 I sometimes addressed diversity issues6 Addressing diversity issues was an option for students

15 I did not address diversity issues9 Not applicable

Ways diversity is included in class - Reading assignments

48.6 %

31.1 %

4.1 %

10.1 %

6.1 %

30 I often addressed diversity issues18 I sometimes addressed diversity issues23 Addressing diversity issues was an option for students 14 I did not address diversity issues61 Not applicable

Ways diversity is included in class - Group or individual presentations

20.5 %

12.3 %

15.8 %

9.6 %

41.8 %

85 I often addressed diversity issues44 I sometimes addressed diversity issues3 Addressing diversity issues was an option for students

11 I did not address diversity issues4 Not applicable

Ways diversity is included in class - Lectures/discussions

57.8 %

29.9 %

2.0 %

7.5 %

2.7 %

4 I often addressed diversity issues7 I sometimes addressed diversity issues2 Addressing diversity issues was an option for students

12 I did not address diversity issues118 Not applicable

Ways diversity is included in class - Labs

2.8 %

4.9 %

1.4 %

8.4 %

82.5 %

59 I often addressed diversity issues44 I sometimes addressed diversity issues8 Addressing diversity issues was an option for students

13 I did not address diversity issues23 Not applicable

Ways diversity is included in class - Tests/exams

40.1 %

29.9 %

5.4 % 8.8 %

15.6 %

56 I often addressed diversity issues36 I sometimes addressed diversity issues26 Addressing diversity issues was an option for students 12 I did not address diversity issues16 Not applicable

Ways diversity is included in class - Writing assignments

38.4 %

24.7 %

17.8 %

8.2 %

11.0 %

IncludesDoes not include

As I define it, diversity includes/does not include the following:

ability/disability age class ethnicity gender nationality race religion sexuality world view

150

140

130

120

110

100

90

80

70

60

50

40

30

20

10

0

82.5 % 84.8 %

90.3 %

96.6 % 98.6 %

93.8 %

97.9 % 95.2 %

87.1 %

71.9 %

17.5 % 15.2 %

9.7 %

3.4 % 1.4 %

6.2 % 2.1 %

4.8 %

12.9 %

28.1 %