Use our Diversity Database Update Form to submit changes to your program.

CETLOE Diversity Readiness Rubric

University-Wide

Multicultural Programming

Groups Served
Collegiate, Faculty, Graduate, Postbaccalaureate, Postdoctoral, Pre-Collegiate

Program Website
Visit the Program Website

Contact Information
Kerr,Will
cetl@gsu.edu

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

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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.