Use our Diversity Database Update Form to submit changes to your program.
CETLOE Diversity Readiness Rubric
University-Wide
Groups Served
Collegiate, Faculty, Graduate, Postbaccalaureate, Postdoctoral, Pre-Collegiate
Program Website
Visit the Program Website
Contact Information
Kerr,Will
[email protected]
Address
100 Decatur Street
Atlanta, GA 30303
Building
Library South
Campus
Atlanta
Funding
State Funding
Overview
The Diversity Readiness Rubric allows Georgia State instructors to provide opportunities for students to use their unique perspectives and experiences to develop a more lasting appreciation and integrated understanding of course content.
Benefits
1. Challenges deficit thinking and embraces asset-based pedagogies supports student success
2. Strives to respect all voices, perspectives and experiences
3. Provides opportunities to explore a broad spectrum of ideas which is key to a student-centered design proving that all students are capable of success at high levels, no matter their backgrounds or beliefs
Supplemental Materials
Not Applicable
Discipline Focus
Diversity Group ( Social Identity)
Ability/Disability, Age, First Generation, Gender, Military/Veteran Status, Other, Political Ideology, Race/Ethnicity, Religion, Sexual Orientation, Socioeconomic Status
Race/Ethnic Group
American Indian, Asian, Black, Does not provide racial/ethnic minority group specialized programming, Gender, Hispanic/ Latinx groups, Multi-racial, Pacific Islander, Alaska Native, Native Hawaiians
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
01/07/2019
Number Served
0-50
Notable Leaders, Stakeholders, or Speakers
Will Kerr
Sarah Hepler
Joju Cleaver
Laura Carruth
Julian Allen
Research Routines, Responsibilities and Activities
Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series), Cultural competency training (workshop, certificate, course), Celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.), Creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Practices & Procedures (e.g., accountability, recruitment, retention, hiring, promotion, tenure, compensation, guided pathways (leadership), financial aid, technology, land use and acknowledgement, vendor agreements, partnerships with educational, labor, government, business and community organizations)
Self-efficacy Emphasis
Through dialogue with people of many perspectives, empathy grows and perspectives become wiser and more integrated. To achieve this goal, the Diversity Readiness Rubric encourages faculty to do the following: • Model openness to the new ideas and questions your students bring into the course. Help students understand that knowledge is often produced through conversation and collaboration among disparate points of view • Consider your diverse, eclectic experiences & biases when preparing course m
Acknowledgement/Affirmation of Identity, Strengths, Needs
Not Applicable
Examples of Inclusionary Practices and Activities
Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Creation of a Safe space/ climate/environment
Additional Information
DFW rates and retention
Participant Empowerment
None of the above
Mentoring Components
Mentoring is not used in our program
Opportunities to Privilege Voice
Evaluation Methods
course/curricula content changes, other
Anticipated Participant Outcomes
Other
Other: Making it easier for faculty to develop a more asset-based curriculum and seeing its diverse population of students as assets helps create more asset based curriculum and retain talent long term.
Outcome Milestones
” “
Key Performance Indicators
Rubrics are available on the CETLOE website:https://cetl.gsu.edu/diversity-readiness-review
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
01/07/2019
Number Served
0-50
Notable Leaders, Stakeholders, or Speakers
Will Kerr
Sarah Hepler
Joju Cleaver
Laura Carruth
Julian Allen
Research Routines, Responsibilities and Activities
Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series), Cultural competency training (workshop, certificate, course), Celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.), Creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Practices & Procedures (e.g., accountability, recruitment, retention, hiring, promotion, tenure, compensation, guided pathways (leadership), financial aid, technology, land use and acknowledgement, vendor agreements, partnerships with educational, labor, government, business and community organizations)
Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?
Through dialogue with people of many perspectives, empathy grows and perspectives become wiser and more integrated. To achieve this goal, the Diversity Readiness Rubric encourages faculty to do the following: • Model openness to the new ideas and questions your students bring into the course. Help students understand that knowledge is often produced through conversation and collaboration among disparate points of view • Consider your diverse, eclectic experiences & biases when preparing course m
How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
Not Applicable
Inclusionary practices/activities utilized in your program:
Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Creation of a Safe space/ climate/environment
Additional Information
DFW rates and retention
Participant Empowerment
None of the above
Mentoring Components
Mentoring is not used in our program
Opportunities to Privilege Voice
Evaluation methods are used to substantiate the program’s outcomes:
course/curricula content changes, other
Anticipated participant outcomes for your program:
Other
Other: Making it easier for faculty to develop a more asset-based curriculum and seeing its diverse population of students as assets helps create more asset based curriculum and retain talent long term.