1 / 13

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.

johana
Download Presentation

WASC Town Hall

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  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

More Related