June 2007Harold Washington College Human Diversity Assessment 1 HWC’s Assessment of Human Diversity.

June 2007 Harold Washington College Human Diversity Assessment

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HWC’s Assessment of Human Diversity


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Presenters

• Keenan Andrews, M.A. Assistant Dean, Institutional Research and

Planning and Chair Human Diversity• Sammie Dortch, Ed.D. Chair, Department of Applied Sciences

• Anita Kelley, M.B.A. Chair, Department of Business and

Chair, Assessment Committee

• Cecilia López, Ph.D.Vice President Academic Affairs


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Session Objectives: Human Diversity Survey:

• Describe the Survey development process

• Interpret the results of the Human Diversity Survey

• Examine “SO WHAT?” question.• Walk the Talk or Talk the Talk


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Historical Context

Why Human Diversity?o Global, national, city-wide issueo Higher Learning Commission / NCA:

Five Criteria for Accreditationo HWC’s Mission & Values Statements o HWC’s General Education Objectiveso Chicago’s and HWC’s Demographics


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Higher Learning Commission/NCA

Criteria for Accreditation Core Component 1b – “In its mission

documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves”

Core Component 3a – “The organization’s goals for student learning are clearly stated for each educational program, and make effective assessment possible”


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HWC Mission and Values

Mission StatementHarold Washington College is a learning-centered urban institution of higher education that offers accessible and affordable opportunities for academic advancement, career development, and personal enrichment. The College is committed to upholding high institutional and academic standards and to understanding and improving student learning.

To accomplish its mission, Harold Washington College: Demonstrates institutional integrity; Provides liberal and career education; Gathers and uses assessment information to improve student learning; Employs new technologies to enable students to thrive in a global and

technological world; Builds local and global partnerships to address the changing needs; and

interests of a community comprised of a variety of cultures and backgrounds;

Promotes and supports diversity; Encourages responsible citizenship; Sustains an environment that promotes optimal learning for all students.


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HWC General Education Diversity Objectives

The Assessment process strives to evaluate the effectiveness of HWC’s General Education curriculum by ensuring that students develop the skill set, attitudes, and knowledge base necessary to accomplish their academic, career, and life goals. Student development, performance, and attainment will be demonstrated by the ability of students: To understand cultures, institutions, and patterns of human

behavior and the application of the scientific method (Social Science) to their study;

To understand and appreciate the arts, literature, history, and philosophical systems (Humanities) of major world cultures;

To understand and respect Human Diversity in regard to race, ethnicity, gender, and other issues (Student Engagement) pertinent to improving human relations.


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City of Chicago: 2000 Census

• Total Population = 2,896,016• African-American = 36.8%• Asian = 4.3%• Bi-racial =

2.9%• Hispanic / Latino = 26.0%• White = 42.0% • Median

family income = $42,724


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HWC Demographics: Fall 2006 Headcount

• Credit = 7,524• Total HC = 9,069• Mean Age = 30• Income below

$24,000 = 57%• Work F/T = 37%• Work P/T = 21%


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Definition: Human Diversity

“Human Diversity describes variations within the full range of cognitive, behavioral, and psycho-social practices through which human beings share life in common spaces. Experiences of diversity include race, ethnicity, gender, religion, socio-economic status, sexual orientation, physical attributes and disabilities, age, health, language, education, political beliefs, and other differences in cultural expression and tradition.”

(HWC Assessment Committee, Fall 2005).


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The Process: Student Learning Outcomes

• “Analyze and discuss contemporary multicultural, global, and international questions in a diverse setting.

• Identify and respect that there are various ways of thinking, communicating, and interacting, for example, by working with culturally diverse groups towards a larger goal.

• Evaluate diverse moral and intellectual perspectives, principles, systems, and structures.

• Articulate the value of cross cultural campus and community activities and their impact on the lives of others.”


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The Process

Development of the Human Diversity Survey Hybrid Tool 887 Students took survey Administration of the Survey Fall 2005 25 Questions


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Key Outcomes from HWC Diversity Survey

Before coming to HWC, how often did you encounter discrimination based on your: Race and/or ethnicity – 47% Often/Sometimes

Since coming to Harold Washington College, how often have you encountered discrimination based on your: Race and/or ethnicity – 63% Rarely/Never


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How much do you interact with people in each of following groups now? – Often/Sometimes

Multi-Racial. Multi-Ethnic Individual 71% International students or non-USA citizens 61%People for whom English is not they first

language 78%People who are substantially different in age

than you 90%Gay/Lesbian/Bisexual/Transgender 60%


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HWC should:Strongly Agree/Agree

Incorporate writing and research about different racial and/or ethnic groups and women into all courses 61%

Offer courses to help students develop an appropriate appreciation for their own and other cultures – 77%



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HWC should: Strongly Agree/Agree

Require student to take at least one cultural or ethnic diversity course in order to graduate – 58%

Offer opportunities for intensive discussion between students with different backgrounds and beliefs -72%

HWC should require at least one course on the role of diversity in our society – 54%



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So What?

Fall 2005: Faculty Development Weeko “Strategies for Managing an Intellectually

and Culturally Diverse Classroom” o “Interdisciplinary Team Teaching: Mentoring

in an Academically Diverse Culture”o “Service Learning: Civic Engagement and

Social Justice”o “Creating & Sustaining a Learning

Community”


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So What?

o Fall 2006: Faculty Development Weeko “Sexual Harassment: Interpretation & the Law” o “Facilitating an Effective Learning Environment:

The Learner Friendly Classroom”o “Service Learning”o “Global Poverty”o “Learning Community: The Asthma Program”o “Undergraduate Research in the Sciences”


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So What?o Faculty Development Week

Workshops Spring 2007o “Global Diversity” o “Grant Writing”o “Service Learning”o “Learning Communities”o “NSF & Undergraduate

Research”


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So What?o Professional Development

o American Association of Colleges and Universities (AAC&U) Conference on Diversity and Learning

o National Conference on Race & Ethnicity in American Higher Education sponsored by the Southwest Center for Human Relations Studies


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Fall 2007

Planned Faculty Workshops Assessment 101

Human Diversity Learning Outcomes Inclusion into course content and programs

Child Development Mathematics Meteorology History Interdisciplinary Asthma


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What’s Next?

o Teaching, Learning, & Technology Centero Retention of students of color in STEM

disciplineso Ethical implications of a multicultural

environmento Diversity Task Force has become the Human

Diversity Committee, reporting to the Strategic Planning Committee

o Incorporate findings from the 2008-09 HLC/NCA Self-Study process into the Strategic Planning process.


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Human Diversity Committee

Developed Spring 2007 Faculty, Staff and Administrators Charge

“to engender a positive, productive, learning and working environment through curriculum and faculty and staff development.”

Subcommittees Events – Plans educational activities geared primarily for

students Curriculum – spearheads piloting courses with diversity

emphasis, incorporating into these courses diversity learning outcomes

Development – addresses concerns of faculty and staff


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Human Diversity ConferenceApril 2007

Diversity 1.0: Planting the SeedsTopics

Race Sexuality Diversity at City Colleges of Chicago Ethnic and Political Implications of Religion Perceptions Cross Cultural Communications Multicultural Classrooms Roundtable discussion of the movie Babel


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Diversity Conference

Diversity 1.0: Planting the Seeds Speakers

NAACP Chief Policy Officer Dr. John Jackson 21st Century Consulting, Greg Hicks CCC Executive Vice Chancellor Deidra Lewis HWC Faculty emeritus and current BICOA Holdings, Inc., CEO Darrell Bogan UIC Assistant Professor David Stoval DePaul Assistant Professor Christian Rivers


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Center for Creative Aging

“Knowing Ourselves; Making a Difference; Leaving a Legacy”

Spring 2007 Lecture Series Late Middle Age: The New Stage of Life Redemptive Life Stories of Generative Midlife Adults

Making a Positive Difference in the World Matching the Untapped Resources of the Middle-

aged With Civic and Business Needs Fining Goals and Dreams in the New Middle Age Two Faces of Modern Grand Parenting Making a Difference: Midlife volunteers and

Philanthropists


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Asian Pacific American Heritage Month

Traditional Chinese MedicineWhat is Confucianism?The Economics and Politics of ChinaChinese Culture ShowThe Real ChinaUnderstanding our Difference – Embracing

our Commonality


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o Anthropology 202 – Cultural Anthropologyo Biology 109 - Human Geneticso Biology 113 - Women’s Biologyo English Spencer Program – HIVo Humanities 143 - Latin American/Latino Studies o Humanities 145 - Diversity and Ethnic Studieso Humanities 212 – Non Western Humanitieso Mental Health 231 - Addictions Treatment of Special Populationso Philosophy 108 – Philosophy of Religiono Social Sciences 102 – Introduction to Gerontologyo Sociology 207 - Sociology of Sex and Gendero Sociology 210 - Diverse Cultures/Global Age

HWC Diversity Credit Courses Fall 2007


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o English as a Second Language Courseso Reading, Writing, Listening, Speaking,

Pronunciations, Social Science, Humanities

o Historyo African, African American, European, Latin

American, Modern Middle East

o Literature Courseso African-American, Latin American, Women’s, Black

Women, Gay & Lesbian

o Language Courseso Chinese, French, Italian, Japanese, Spanish

HWC Diversity Credit Courses Fall 2007


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Language English, French, Japanese, Sign, Spanish

Dancing Salsa, Merengue, Cumbia, Bachata, Tango,

Foxtrot, Rumba, Waltz, Swing, Belly, Stepping, Hip Hop

Art Inclusion Classes for Students with Special

Needs

HWC Diversity Non Credit Courses Fall 2007


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Other Diversity Events

Women’s Studies MonthLatin American Heritage MonthBlack Heritage MonthAsian Studies Month


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Other Diversity Events

Student Organizations African Student Association (ASA) Black Student Union (BSU) Global Friendship/International Student Club Organization of Latin American Students

(OLAS) International Socialist Club Male Mentoring


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Training workshops for faculty and staff Adding courses and programs focused on

human diversity Ensure diversity included in existing courses

Additional student clubs and involvementMore community outreachReassess Student Learning Outcomes for

Gen. Ed. Human Diversity in 2008

Next Steps


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QuestionsThank You

June 2007Harold Washington College Human Diversity Assessment 1 HWC’s Assessment of Human Diversity.

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