Experiencing Justice Matters: A Case Study in Encountering Diversity across a Core Curriculum

1. Experiencing Justice Matters: A Case Study in Encountering Diversity across a Core Curriculum Michelle Filling-Brown, Ph.D., Chair of Assessment Committee, ECG Coordinator, English Department Laura Groves, Ph.D., Assessment Committee, Chair Social Work Department Darryl Mace, Ph.D., Diversity Coordinator, Chair History and Political Science Department

2. Overview • History of core curriculum • Core revision • Diversity integration • Challenge of assessing

3. Old Core Curriculum • Diversity Distribution • Diversity course requirement • Writing Competency and Social Justice • ENG 101 • SEM 100, 300 • College Commitment • Extensive use of adjunct faculty

4. “Justice Matters” • Diversity • Diversity infusion across core • Explorations • Literacies • Writing and Social Justice • ECG 100, 200, 300 • Explorations and Literacies • College Commitment • Minimal use of adjunct faculty

6. Creating a Culture of Diversity -Faculty development -Online pedagogical resources -Resourcing diversity initiatives -Inclusivity council -Hiring Diversity Coordinator -Office of Student Diversity Initiatives -Mission Statement

7. Revision to Mission Statement • Education of the Heart Cabrini College is a Catholic institution of higher education dedicated to academic excellence, leadership development, and a commitment to social justice. The College welcomes learners of all faiths, cultures, and backgrounds and prepares them to become engaged citizens of the world.

8. Faculty Development • Diversity and Drinks • Composing Disposition • Assessment

9. Assessment -Department and Core Assessment -Process for programmatic assessment of Justice Matters -Common Rubrics -Signature Assignments -Norming and Calibration Sessions -Technology

10. Sample Signature Assignments • Views and Voices • Interfaith Dialogue • Women’s Studies

11. REL 111 - Faith and JusticeDr. Nicholas Rademacher • You walk into Jazzman’s and find two of your favorite Scandinavian friends in a fierce debate. One of your friends, Gunnhild, is an avowed atheist who has committed her entire existence to defending and promoting her favorite political party, which involves overthrowing the current political-economic structures of the West, even if it means Ikea will cease to exist. • She is arguing with your friend Bjorn who considers himself a jack-of-all-trades because he “samples” everything the world has to offer: he is in his Senior year of college but still has not settled on a major; in the last election he worked for both McCain and Obama; on the weekend, after crawling between several major parties, he attends a Mosque, a Synagogue, and a Christian church. • The argument started with Bjorn telling Gunhild that her “religion” was her political perspective and Gunnhild accusing Bjorn of having “no faith” because he goes to so many different services on the weekend after partying. But now they are debating the school’s recent decision to plow under all of the remaining woods surrounding the campus in order to provide free housing for the neediest members of the community. • Intervene before Gunnhild throws her still steaming hot coffee into Bjorn’s face!

12. REL 111 - Faith and JusticeDr. Nicholas Rademacher (cont.) • A successful intervention would include the following steps: • First, explain the ground rules for inter-faith dialogue to your friends. List all the rules but explain two of the rules in detail that you think are most relevant to their particular debate so that they will at least begin talking to one another. • Second, explain how they both have “faith” and do your best to explain how Fowler would probably identify their particular faith commitments. Since they have not taken this class or done any of the readings, you will need to explain in detail what Fowler means by “faith.” Address Gunnhild and Bjorn directly. • Finally, in light of Burghardt’s definitions of justice, address the issue of the school’s decision to tear down the trees on campus to build free housing for the community’s neediest members. Using Burghardt’s definitions of justice explain to them how it could be seen both as justice and an injustice depending on how you look at it.

13. Rubrics • Rubric for each Exploration and Literacy • With Diversity infused across the curriculum, where is Diversity in these courses and rubrics?

14. Exercise • Scoring student artifacts using multiple rubrics • Where is diversity integrated in the assignment and the assessment tool?

15. Questions? Contact: filling@cabrini.edu lcg723@cabrini.edu dcm722@cabrini.edu