DIVERSITY & SOCIAL JUSTICE INSTITUTIONAL LEARNING OUTCOME ASSESSMENT

1. DIVERSITY & SOCIAL JUSTICE INSTITUTIONAL LEARNING OUTCOME ASSESSMENT 2014 Faculty Learning Community, CSU East Bay Faculty in Residence: Dennis Chester & Silvina Ituarte Participants: Margaret Harris, DawnaKomorosky, Mike Massey, & Sarah Taylor

2. CSUEB ILOs Graduates of CSUEB will be able to: • think critically and creatively and apply analytical and quantitative reasoning to address complex challenges and everyday problems; • communicate ideas, perspectives, and values clearly and persuasively while listening openly to others; • apply knowledge of diversity and multicultural competencies to promote equity and social justice in our communities; • work collaboratively and respectfully as members and leaders of diverse teams and communities; • act responsibly and sustainably at local, national, and global levels; • demonstrate expertise and integration of ideas, methods, theory and practice in a specialized discipline of study.

3. Diversity ILO details • Knowledge, skills and dispositions to create and contribute to inclusive and just communities • Recognize and understand impacts of group and individual differences on self and society • Interact openly and respectfully with individuals across the full range of human diversity including race, ethnicity, religion, gender, sexual orientation, age and ability Adapted from: http://www20.csueastbay.edu/faculty/senate/committees/capr/11-12-documents/ilo-final-draft.pdf

4. Diversity ILO competencies Competencies that address diversity and multiculturalism include: • considering all cultures and groups as worthy of respect; understanding how culture and experiences shape perspectives • working in diverse groups effectively, respectfully, with sensitivity • recognizing their own biases and stereotypes and seeing issues and actions from different perspectives than their own • identifying injustice and developing strategies for addressing injustice • developing their sense of global citizenship • building coalitions with those who are different from themselves Adapted from: http://www20.csueastbay.edu/faculty/senate/committees/capr/11-12-documents/ilo-final-draft.pdf

5. FLC Purpose • Clarify the institution’s expectations for student competencies in the area of diversity, equity, social justice and global perspectives • Enhance faculty capacity to assess those competencies • Identify strategies and pedagogies to develop diversity competencies • Promote and sustain creative and scholarly approaches to diversity and multicultural competence • Contribute to the ongoing enrichment of a Culture of Assessment

6. FLC Process and Progress • Investigating theoretical basis for similar rubrics • Gathering and reviewing rubrics from other institutions • Drafting CSUEB rubric • Intensive discussion, iteration, and editing

7. Draft Glossary • Advocacy and Engagement: Using attitudes, skills and knowledge; to bring about social change in institutionally embedded matters of privilege (Oregon). • Culture: All knowledge and values shared by a group (IKCVR). • Cultural Humility: A lifelong process of self-reflection, self-critique, and commitment to understanding and respecting different points of view, and engaging with others (Rubric). • Cultural Rules and Biases: Boundaries within which an individual operates in order to feel a sense of belonging to a society or group, based on the values shared by the society or group (IKCVR). • Cultural Self-Awareness: Possessing knowledge of self and others and recognizing one’s position in, and among, groups. • Diverse Individuals or Groups: Individuals and groups representing parts of society that may be marginalized based on certain characteristics including race, ethnicity, religion, gender, sexual orientation, age, ability, socioeconomic status, health, and mental health (Rubric). • Leadership: The process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task or goal (Oregon). • World View: The ways in which we make sense and meaning of the world around us. Largely unconscious, individual worldviews are constellated from the scores of idiosyncratic relationships we each have to our bodies, our families, our communities, our culture, our time, and to the natural world around us (adapted from http://education.jhu.edu/PD/newhorizons/Journals/Winter2011/Schlitz).

9. Sample Attitude / Disposition Measurement within the Rubric

10. Typical Student Responses As Examples for Using the Rubric Inadequately demonstrates - "At this point in my life [at age 23], I can honestly say I have worked with all kinds of people and would have no problem working with anyone." Minimally demonstrates - "I might need to work on my knowledge of the Latino community by learning to speak Spanish." Adequately demonstrates - "I have worked with a wide variety of people, but I am always trying to learn more so I can be a more effective social worker." Fullydemonstrates - "I strive to be a white ally to people of color and strive to be open and honest with myself about my limitations. I take responsibility for learning as much as I can about cultures that differ from my own, and appreciate every opportunity to engage with diverse individuals so that I can continue to grow in this area."

11. CSUEB Courses Initiating Diversity Rubric • CRJA 3100 - Correctional Systems • CRJA 4730 - Restorative Justice • EDLD 6000 - Introduction to Educational Leadership  • EDLD 6400 - Instructional Leadership • EDLD 6550 - School Site Leadership and Organizational Behavior • ENSC 2800 - Environmental Problems in California • SW 6959 - Integrative Seminar

12. Example of how rubric will be applied • Integrative seminar for MSW students • Each section has a unique focus based on mutual instructor and student interest • Students must complete an advocacy-oriented project in collaboration with key stakeholders. The grade is based on the applied work in the field, as well as on a final paper documenting the work, reviewing literature in the advocacy area, applying theory to the advocacy area, and describing the social work values and ethics relevant to the advocacy area. • Final assignment involves demonstration of mastery across all MSW Program Learning Outcomes.

13. MSW Program Learning Outcomes (PLOs) • Values and Ethics: Uphold the core values and ethical principles and standards of the social work profession as codified in the National Association of Social Worker’s Code of Ethics. • Professional Use of Self: Conduct oneself autonomously in the professional social work role, including understanding personal values and biases and knowing their impact on clients, engaging in ongoing development of professional knowledge and skills, and exercising use of self in order to engage and collaborate effectively. • Critical Thinking and Theory for Practice: Use critical thinking skills in the analysis and synthesis of information, including in the application of evidence-based practice and theoretical material and in modifying intervention plans as needed. • Advocacy: Advocate for clients, groups and communities in complex cultural, social and political situations. • Diversity: Act with self-awareness and knowledge of diverse populations, with the commitment of providing culturally competent service (cultural humility). • Communication: Communicate effectively orally and in writing across diverse client and social services systems.

14. Example MSW Final Projects for Course Section on Social Work in the LGBTQ Community • Assist in development, pilot implementation, and evaluation of a module on LGBTQ sensitivity to be used at undergraduate first-year student orientation. • Assist in reinvigorating and reinstating the former LGBTQ Student Organization • Assist in development, pilot implementation, and evaluation of a pamphlet that would be given to all faculty, students, and staff on LGBTQ terminology and sensitivity • Collaborate with the CSUEB Diversity Center in developing and piloting a program evaluation toolkit that can used at LGBTQ-specific events, as well as other types of events and trainings led by the Diversity Center.