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WASC Town Hall

WASC Town Hall Diversity February 22, 2007 11:30am – 1:00pm Loker Student Union The Discussion Continues….. Having the “Uncomfortable Conversation” A Frank Discussion of Interactional Diversity in the CSUDH Learning Community Four Core Issues for the WASC Self-Study

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WASC Town Hall

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  1. WASC Town Hall Diversity February 22, 2007 11:30am – 1:00pm Loker Student Union

  2. The Discussion Continues….. Having the “Uncomfortable Conversation” A Frank Discussion of Interactional Diversity in the CSUDH Learning Community

  3. Four Core Issues for the WASC Self-Study Core Issue 3: Diversity Facilitating meaningful Interactions among Members of our Learning community Core Issue 1: Academic Quality Improving and enhancing student outcomes Core Issue 2: Campus Change Building sustainable structures and processes for educational effectiveness Core Issue 4: Civic Engagement Integrating campus and community initiatives

  4. Panel Members • Nancy Erbe Associate Professor, Negotiation, Conflict, (Moderator) and Resolution Peace Building Program • Lui Amador Coordinator, Multicultural Center • Kelli Beard Associate Professor, Teacher Education Division, Special Education, College of Education • Edward Olivos Assistant Professor, Teacher Education Division College of Education • Carl Sneed Assistant Professor, Psychology Department, College of Natural and Behavioral Sciences • Irene Vasquez Chair, Associate Professor, Chicana/Chicano Studies Departmentand Director, Division Head of World Cultural Studies

  5. Recap - Question #1 • Do you believe that learning in the diverse environment at CSUDH is beneficial for students? If so, in what ways? • The rich diversity allows students to bring in different experiences that enrich the classroom setting; • Diversity increases the potential for critical thinking about identity; • Curriculum could be more inclusive of diversity issues; students need to see themselves in the curriculum • Classrooms and other venues can provide forums for open student discussion; • More activities, such as sports, could bring diverse people together; this would be a beginning to learn about the views of other people • Some students chose to come to CSUDH because of the diversity; • Other students do not see “color” at CSUDH, so it is not an issue;

  6. Recap - Question #2 • Students’ exposure to diverse insights enhances their understanding; • The use of role models is a powerful tool; • Faculty should encourage honest and open dialog to increase students’ understanding and respect of others; • Faculty can introduce diverse points of view through literature; • Review curriculum to help students’ meet academic challenges; • Faculty can work together to increase awareness of diversity; • Faculty can develop strategies that allow students to apply knowledge rapidly and help prepare them for a global economy; • There should be greater efforts toward increasing the number of diverse faculty Are student learning experiences enhanced by the diverse student and faculty/staff population here at CSUDH? If so, in what ways?

  7. Question #3 What types of activities in class and out-of-class will encourage interactions among diverse groups of students?

  8. Discussion The following slides contain excerpts from the panel and audience members responses. They have been rephrased.

  9. Question #3 Panel Responses: • The Multicultural Center is trying to engage students in discussions about diversity on multiple levels and to think critically; • Courses provide natural settings to expose our students to differences/disabilities, i.e., learning, physical, cognitive etc. • Forums allow for deliberation and work with students who will be teaching K-12 students; we want them to realize that the beliefs they have will be brought into their own K-12 classrooms. • The curriculum can be a rich experience to discuss race, sexuality, immigration status and disability;

  10. Question #3 Panel Responses (con’t): • Targeted and pro-active initiatives can help assess programs that encourage interactions among diverse groups. • The Multicultural Center is trying to engage students in discussions about diversity on multiple levels and to think critically; • Classroom activities can include: small group discussions that will allow interactions; target learning styles of first time college students to help them express themselves; discuss contributions made to field that are recent; present guest speakers who deal with diversity.

  11. Question #3 Panel Responses: • The Multicultural Center is trying to engage students in discussions about diversity on multiple levels and to think critically; • Courses provide natural settings to expose our students to differences/disabilities, i.e., learning, physical, cognitive etc. • Forums allow for deliberation and work with students who will be teaching K-12 students; we want them to realize that the beliefs they have will be brought into their own K-12 classrooms. • The curriculum can be a rich experience to discuss race, sexuality, immigration status and disability;

  12. Question #4 If we, as a campus, believe that it is our responsibility to encourage student awareness and/or meaningful interactions related to diversity, how do we accomplish this?

  13. Discussion

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