Section
Section
Section
Section
Section
Section
Section
Section
Section
Section
Section
I – Execut
II – Proce
III – Ident
IV – Litera
V – Stude
VI – Actio
VII – Orga
VIII – Res
IX – Asses
X – Timel
XI – Appe
tive Summ
ss Used to
tification o
ature Revi
ent Learnin
ons to be Im
anizationa
ources
ssment Str
ine
endices
Table
mary
o Develop t
of the Topi
ew
ng Outcom
mplement
l Structure
rategies
1
of Conte
the QEP
c
mes
ted
e
ents
Page 2
Page 3
Page 6
Page 9
Page 19
Page 21
Page 27
Page 29
Page 30
Page 32
Page 38
Section Through cultural ccultural ccompeteunderstadevelopisuggests,just simpadvantagproactive
To achiev
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To impleinto the uthe entirreading ocourses acompetemethodspromotin
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a lengthy incompetencecompetenceency at Deltaanding culturng empathic, working in ple interactioge of its locae in improvin
ve these goa
Describe variArticulate a svaluate cult
ment the plaundergraduae course as of “Dead Meand fifty‐six ence by creats. Finally, theng, and creat
ssment plan of evaluatiopartmental eys to detern Cultural CoEP Director a
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ous aspects hared underural perspec
an, the QEP ate academian intercultuen’s Path” bymajor‐speciting specific e plan will alting cultural
n’s heart lies on results toevaluation rrmine the ovompetence Sand the QEP
as created ae logical and ractices.
ary
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2
Delta State UWhile severaa timely and ts in discovees; improvinctively withiltural societye is not innatountiful cultew.
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University hl themes recrelevant topering and leag intercultun a globalizey and globalte and cannotural resourc
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tments’ achiir courses. Oed by a numampling of tental QEP Re
elevant and fent procedu
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dent learning
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fuse cultural GST 100, mnew feature
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evement of Over the coumber of suppthese items eports, and a
focused on sures that are
d improving e and attentng cultural t other cultunication skillsAs the literatakes more th
med; by takinns to be
g outcomes:
nces.
competencmentors will te – a commoeneral educaorate culturaassessmentsponsoring,
the SLOs anurse of the plemental reincludes theannual revie
student leare based on
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ures; s; ture han g full
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y treat on ation l t
nd lan, ports e ews
rning,
Section
In
faculty, s
Enhance
closely fo
Institutio
followed
T
e
B
se
T
T
A. Choos
T
chronolo
relevant
created b
of the pr
“Cultural
the ident
B. Campu
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feedback
students
intercult
II: Process
n 2011, DSU’
staff, and stu
ment Plan L
ollowed the
ons Seeking R
these guidi
he QEP actio
nvironment
road‐based
elf‐evident.
he topic mu
he plan mus
sing the Topi
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ogical order)
to campus;
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oposals by t
l Awareness
tification of t
us Feedback
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ural issues in
s Used to D
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udents, repre
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suggested s
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on plan mus
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involvemen
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a student fo
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the SACS Lea
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eam wanted
n higher edu
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teps outline
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s:
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topic, invol
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ministered: o
to gauge th
ucation. For f
3
he QEP
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first meeting
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entire campu
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dditional vo
am; and fina
r DSU’s next
n Section III
pic, attention
one for stude
eir understa
faculty and s
e QEP Leade
mpus (Appen
monly referr
COC on page
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provement o
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staff, the qu
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ndix 1 – Qua
red to as the
es 39‐50 in th
ber 2011, the
of student le
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by the QEP
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24
k for
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mittee chose
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ltural compe
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analysis of va
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That informa
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earning outc
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homepage w
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ving Cultural
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uild, but it al
the authors
munity bette
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feedback
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during Quest
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DSU do to im
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om the GST
topics for rev
g Skills; and
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ions
DSU could do
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view: Stude
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dents, and o
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and dive
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creating the
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ck to the QE
ses of each,
hile many of
ners and com
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egan with th
ppi Delta [is
ovement, gr
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stillation of A
topic propos
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niversity and
ntually cultu
worldview by
vity issue, th
Comprehensiofull proposal.
ty; the top th
d student res
t the outcom
opics1 plus a
ese proposals
s replicating
to the campu
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a rubric whi
dix 3 – Rubri
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members v
these propo
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2011, p. 5). S
American cu
sal states, “c
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d region easi
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e purposes
n, an original t
hree for stud
sponsibility (
mes of the fo
advising. Vol
s. The QEP T
what a full
us; SLOs; act
ment techni
le also inclu
ic Summary
a summary e
oted to ado
osal topics, s
er for discus
e for Delta St
Report,” a c
esource for
figures, the b
Similarly, Br
lture in its p
reate such a
ess, 2012, p.
ly transition
ence. With th
advantage of
and necessit
topic, ultimate
7
dents were s
(Appendix 2
ocus groups,
unteer facul
Team chair a
plan would l
tions for imp
ques. The SA
ding additio
). The propo
evaluation. A
pt Cultural A
such as read
sions around
tate and eas
consultant’s
discovering
birth of the
own (n.d.) re
urest form.”
an amazingly
1). Discussio
ed to the br
his QEP, DSU
f its location
ty of improv
ly did not garn
student prep
2 – Focus Gro
the QEP Tea
lty, staff, an
asked each g
look like): a
plementatio
ACS Leaders
onal written
osals along w
After discuss
Awareness a
ing or writin
d academic
sily distingui
report, stat
America – it
Blues and R
eferred to th
” The univer
y rich conver
on of culture
roader conce
U will be able
n and bounti
ving cultural
ner enough sup
paration, ad
oup Ranking
am solicited
d students j
group to con
full descript
on; identifica
ship Team th
comments,
with the com
sing the stre
as DSU’s nex
ng, are typica
water coole
shed itself. T
ing quite sim
ts political h
ock, and oth
he Delta as a
rsity and the
rgence of his
e and other
erns of cultu
e to expand
iful resource
competency
pport from the
vising (a new
gs).
proposals fo
oined the Q
nsider the
tion of the to
ation of
hen evaluate
strengths, a
mpleted rubr
engths and
t QEP.
al QEP
ers, cultural
The topic’s
mply that the
istory, the c
her importan
a “mindset [
e region, as t
story, cultur
issues impo
ural awarene
its student
es. Far more
y at Delta St
e QEP Team to
wly
or
QEP
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ed
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rics
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civil
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[that]
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rtant
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tate
include d
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In
commen
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b
M
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a
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To be sur
as one of
Purposes
enhance
discovering a
ces; improvin
and moving
tive and not
n one propos
ted:
ssues related
ecause of th
Mississippi De
ears, a more
nd regular a
Delta State to
re, cultural c
f the univers
s of General
the expecta
and learning
ng intercultu
effectively w
t leave this e
sal review (2
d to cultural
he richness of
elta. While w
e visible prog
assessments
o provide lea
competence
sity’s Guiding
Education, “
ations and go
about othe
ural commun
within a glob
education to
2012), the un
awareness h
of diversity th
we have wor
gram with be
would be fa
adership with
fits seamles
g Principles,
“Cultural Aw
oals of the u
8
r cultures; u
nication skill
balized socie
o chance.
niversity’s th
have been u
hat exists na
rked at corre
etter resourc
ar better. Ind
hin the high
ssly with oth
“Respect fo
wareness.” Th
university’s D
understandin
ls; developin
ety. As the li
hen‐preside
underemphas
aturally on th
ecting this si
ces, goals re
deed, there is
er education
her universit
or People an
his QEP’s foc
Diversity Com
ng cultural b
ng empathic
terature sug
nt, Dr. John
sized at Delt
he campus a
ituation for a
elated to lea
is a unique o
n community
ty initiatives
d Ideas” and
cus will also
mmittee.
biases and
c skills; and
ggests, DSU
Hilpert,
ta State, per
and in the
a number of
rning outcom
opportunity f
y in this area
and goals su
d one of its
support and
must
rhaps
f
mes,
for
a.
uch
d
Section
In
however
void. The
and belie
(2012) no
gender a
Donoghu
commun
boundari
set apart
in Howel
Li
however
(1992) su
other eth
helps stu
acting (H
reach cu
T
issues da
human se
Sue (200
IV: Litera
n the past, th
r, there has b
e purpose of
efs without b
oted that cu
nd religious
ue give us a s
ity of intera
ies, and spec
t by their diff
l, 1982, p. 1
iterature on
r, few resear
uggest stude
hnic backgro
udents to lea
Hepworth, Ro
ltural compe
(1) recog
emphasiz
appropria
based per
practice.
he term “cu
ates to the e
ervices setti
6) described
ature Revie
here have be
been a recen
f cultural aw
being stereo
ltural aware
characterist
simple, clear
cting human
cifies no min
ferent ‘learn
79).
cultural div
rchers agree
ents look at c
ounds. Activ
arn what the
ooney, & Lar
etency includ
nition of the
e institution
ate practice
rspectives as
ltural compe
arly 1980s (G
ngs ranging
d cultural co
ew
een few arti
nt trend of p
areness is to
otypically jud
eness also in
tics (p. 64),”
r definition o
n beings …[t
nimum or m
ned and shar
ersity emph
on the best
culture with
ve learning to
eir biases are
rson, 2002).
de:
e influence o
nal change a
strategies an
s a valid and
etence” as a
Gallegos et a
from the ap
mpetence (o
9
cles on cultu
pertinent res
o look at cult
dgmental (Na
cludes “peo
not just rac
of culture: “.
hat] postula
aximum num
red behavio
asizes the n
t method for
their own b
o increase se
e and how th
Strategies f
of institution
pproaches;
nd interactio
d important c
a precise and
al., 2008) an
pplied to edu
or “cultural c
ural sensitivi
search (Sper
tural diversi
akabusga &
ople’s socio‐e
ce and ethnic
... the learne
ates no racia
mbers. Whe
r,’ a cultural
eed for cultu
r that educat
backgrounds
elf‐awarene
hose biases a
from Devore
nal racism pr
(3) the need
onal styles; a
component
d measurabl
nd has been
ucation (Joh
competency
ity in the aca
rry & Carson
ty, notice cu
Rittner, 199
economic st
city. Useem
ed and share
l, national, o
rever a grou
l difference
ural awaren
tion. Nakabu
s in mind wh
ess and self‐e
affect their t
e and Schlesi
roblems; (2)
d to incorpor
and (4) respe
of culturally
e descriptor
described as
nson & Mun
y,” interchan
ademic worl
, 2012) fillin
ustoms, valu
92). Davies
atus, langua
m, Useem, an
ed behavior
or ethnic
up of people
exists.” (as c
ess educatio
usga and Rit
hile respectin
examination
thinking and
inger (1996)
the need to
rate cultural
ect for cultu
y competent
r of intercult
s “ubiquitou
nch, 2009, p.
ngeably) as b
ld;
g the
ues,
age,
nd
of a
are
cited
on,
ttner
ng
n
d
to
o
lly
urally
t
tural
us” in
. 51).
being
comprise
adopted
describe
to cultura
cultural c
destructi
or organi
based on
R
(Colombo
2010; Pa
(Ford & W
Hendrick
2010), an
have exa
2008; Ga
(Ilieva &
2009).
Urgency
It
universa
may defy
cultural c
specious
and John
with resp
(2007) ar
ed of cultura
by the Ame
cultural com
ally interact
competence
iveness” to “
izations asse
n culture” (p
elevant scho
o, 2007; De
z, 2008; Rog
Whiting, 200
kson, & Neal
nd campus la
mined appli
allegos et al.,
Erguner‐Tek
of Cultural C
t is worth no
lly accepted
y evaluation
competence
heuristics in
nson and Mu
pect to the v
rgue that un
al awareness
rican Psycho
mpetence as
with other c
e on the posi
“advanced c
ertively and
. 106).
olarly resear
Beuckelaer,
gers‐Sirin & S
08; Henshon
, 2009), high
aw enforcem
ications of cu
, 2008; John
kinalp, 2012;
Competence
oting that the
. Gallegos et
and testing
e (2009) that
n client treat
unch are in t
value of cultu
iversities an
s and beliefs
ological Asso
s a range of “
cultural grou
tive end of a
ultural comp
proactively
rch on cultur
Lievens, & B
Sirin, 2009; T
, 2008), edu
her educatio
ment (Ander
ultural comp
son & Munc
; Sue, 2006),
e Education
e prima facie
t al. (2008) a
. Johnson an
t undermine
tment. Neve
he minority.
ural compet
nd colleges s
10
, cultural kn
ociation in 20
“knowledge,
ups” (p. 174
a continuum
petence,” w
develop new
ral compete
Bücker, 2012
Tanner & All
ucation of stu
on (De Beuck
rson, 2011).
petence in fi
ch, 2008), co
, nursing (Sc
e value of cu
admit that th
nd Munch (2
presumed e
ertheless, th
. Significant
ence is scarc
hould prom
owledge, an
003. Hansuv
, behaviors,
). Ford and W
m that moves
where “cultur
w education
nce has focu
2; Hansuvad
len, 2007), e
udents with
kelaer et al,
Researchers
ields such as
ounselor trai
cott, 2011), a
ultural comp
he ephemer
2009) decry “
equality of s
e general as
t dissent in a
cer. In fact,
ote cultural
nd cultural s
vadha and Sl
and disposit
Whiting (200
s from “cultu
rally compet
al models an
used broadly
dha & Slater,
education of
disabilities
2012; Kohli,
s in cultural
s social work
ining/menta
and coachin
petence edu
al nature of
“contradictio
ocial work c
ssertions of G
academe and
Eisenchlas a
competenc
kills, a defin
later (2012)
tions necess
08) have pla
ural
tent individu
nd approach
y on educati
, 2012; Keen
f gifted stude
(Harmon, Ka
Kohli, & Hu
competence
k (Allen‐Mea
al health serv
g (Van Horn
cation is not
such a cons
ons” in insti
clients and fo
Gallegos et a
d other area
nd Trevaske
e so that
ition
sary
ced
uals
hes
on
ngwe,
ents
asa‐
ber,
e
ares,
vices
,
t
struct
lling
oster
al.
s
es
students
globalise
S
49). Cul
accrediti
well as b
Broadly,
discipline
(Keengw
2012), an
R
“requirem
areas not
compete
secondar
Harmon,
higher ed
Kohli et a
Sirin and
the chan
Assessme
G
baromet
of social
(2011) de
educator
can “operat
d economy”
irin et al. (20
tural compe
ng bodies of
eing listed a
the value‐ba
es of psycho
e, 2010; Rog
nd nursing (S
ecently, aut
ment” (Allen
t specifically
ence in educa
ry education
Kasa‐Hendr
ducation (An
al., 2010; Po
Sirin (2009)
ging face of
ent of Cultu
General asses
ers. Johnson
work; howe
escribe cultu
rs understan
te effectively
” (p. 414).
010) describ
etence has b
f social work
s a formal re
ased perspe
therapy (Sue
gers, Graham
Scott, 2011).
hors have as
n‐Meares, 20
y compelled
ation, where
n (Colombo,
rickson, & N
nderson, 201
nterotto, Ba
) warn again
student dem
ral Compete
ssment strat
n and Munch
ever, similar
ural compete
nding themse
y in an incre
e the need f
een espouse
k programs (
equirement
ctive of cult
e, 2006), po
m, & Mayes,
.
sserted expl
008; Rogers‐
by law or ac
e precedent
2007; Ford &
eal, 2009; Ke
11; De Beuck
aluch, Greig,
st the implic
mographics.
ence
tegies: Diagn
h (2009) des
concretenes
ence in the b
elves and ea
11
easingly ethn
for teachers’
ed more form
Gallegos et
for funding
ural compet
lice work (A
2007), asse
icitly that cu
‐Sirin & Sirin
ccrediting bo
exists in tra
& Whiting, 2
eengwe, 201
kelaer et al.,
& Rivera, 19
cations of a s
nostic tools i
scribe NASW
ss is rarer in
broad terms
ach other. Pa
nically and c
’ cultural co
mally in the
al., 2008; Jo
of service p
tence has be
nderson, 20
essment (Trim
ultural comp
n, 2009; Trim
odies. The cu
aining educat
2008; Hansu
10; Paz, 200
, 2012; Ilieva
998; Tharp,
static, white
in cultural co
W accreditatio
education. C
s of students
az (2008) co
ulturally div
mpetence a
mission stat
ohnson & Mu
rograms (Pa
een endorse
011), online e
mble, Tricke
petence train
mble et al., 2
urrent focus
tors in prima
vadha & Sla
8; Trimble e
a & Erguner‐
2012). For e
e, female tea
ompetence
on standard
Cooper, He,
s and primar
ncedes that
erse society
s “urgent” (
tements of a
unch, 2009),
az, 2008).
d in the
education
ett, & Fisher,
ning should
012) even in
s is on cultur
ary and
ter, 2012;
et al., 2012) a
‐Tekinalp, 20
example, Rog
aching force
often use br
s within the
and Levin
ry and secon
organizatio
y and
p.
and
, as
be a
n
ral
and
012;
gers‐
in
road
e field
ndary
ns
must beg
mechani
Fo
organizat
individua
malevole
refined e
106). For
continuu
(p. 106).
In
Robinson
include “
mainstre
teachers
peers. R
“analyze
schools/i
Se
cited in R
item self
cultural p
themselv
with cult
students
discussed
than oth
gin with the
sms are not
ord and Wh
tional spectr
als. On one e
ent ignoranc
end is “advan
rd and Whiti
um ranging fr
n a slightly m
n & Clardy (2
“all people w
eam”(p. 102)
to evaluate
obinson and
race and ra
institutions”
elf‐report sc
Rogers‐Sirin
‐report scale
pluralism in
ves on a 1‐5
urally differe
” (reverse‐sc
d thus far, b
er approach
ability to ass
widespread
iting are som
rum of Cross
end of Cross’
e prevails ab
nced cultura
ng also refe
rom “blissfu
more specific
2011) descri
whose first la
). Robinson a
their work w
d Clardy (201
cism at mac
” (Robinson &
cale: A more
& Sirin, 2009
e measuring
the classroo
Likert scale.
ent backgro
cored). This
ut a subjecti
hes.
sess cultura
d.
mewhat mor
s (1988; as c
’s five‐part c
bout culture
al competenc
r to Storti’s
l ignorance”
c definition o
be the term
anguage or d
and Clardy a
with cultura
11) studied t
ro and micro
& Clardy, 20
specific use
9). The Teac
g “teachers’ a
om” among p
. Example ite
unds” and “
scale appea
ive self‐repo
12
l competenc
re concrete.
cited in Ford
continuum is
e and its imp
ce” where “
(1998; as cit
” of culture t
of cultural co
“culturally a
dialect and c
assessed tea
lly and lingu
this problem
o levels as it
011, p. 102).
eful tool has
cher Multicu
awareness o
preservice te
ems include
Being multic
rs to tap int
ort scale such
ce, an implic
They have r
and Whiting
s “cultural d
plications. O
culture is he
ted in Ford a
to “spontane
ompetence i
and linguisti
cultural back
cher educat
uistically dive
m using the C
t affects our
been advan
ultural Attitu
of, comfort w
eachers, wh
“I can learn
culturally aw
to cultural co
h as this ma
cit suggestio
recommend
g, 2008) be a
estructivene
n the oppos
eld in the hig
and Whiting,
eous sensitiv
involving lan
cally diverse
kgrounds are
tion candida
erse (CLD) st
Critical Race
society and
nced by Pont
ude Survey (
with, and se
ere preservi
a great dea
ware is not re
ompetence a
y have less o
n that these
ed that the
applied to
ess,” in whic
site and mor
ghest regard
, 2008) four‐
vity” of cultu
nguage,
e” (CLD) to
e other than
tes and k‐12
tudents and
Theory (CRT
our
terotto et al.
TMAS) is a 2
nsitivity issu
ice teachers
l from stude
elevant for
as directly a
objective uti
e
ch a
re
d” (p.
‐part
ure
2
T) to
. (as
20‐
ues of
rate
ents
s any
ility
Broad Re
T
educatio
system d
educatio
teaching
for cultur
educator
able to te
(Robinso
G
and lingu
recomme
diverse (
the grow
G
Clardy’s g
cultural c
recomme
administ
assignme
(2012) of
business
G
directly b
for highe
on other
identities
ecommenda
he United St
n appears to
does not see
n. Not all pr
in diverse e
ral diversity
rs do not val
each these c
n & Clardy,
General recom
uistic diversit
end coursew
CLD) studen
wing number
General recom
general reco
competence
ends an inst
rators. Ilieva
ents that fos
ffer a descrip
. Kohli et al.
General philo
but was also
er educators
s; 2) knowin
s and power
ations on Imp
tates has be
o be homoge
m to be flex
ofessors hav
environment
awareness i
ue or have e
culturally rel
2011, p. 109
mmendation
ty is address
work “that fo
ts [and that
of these stu
mmendation
ommendatio
e exist across
itutionalizat
a and Ergune
ster greater c
ption of the
(2010) focu
osophical rec
somewhat v
include: “1
ng and apply
r interface w
proving Cult
en called a m
enous. While
ible or mind
ve the cultur
ts (Robinson
is understoo
experiences
evant teach
9).
ns on langua
sed in teache
ocuses on ef
] should be
udents in ou
ns on structu
on involving
s the literatu
tion and ada
er‐Tekinalp (
cultural com
culturally co
s on a narro
commendati
vague in his
) Being awa
ing social ide
with society o
13
tural Compe
melting pot
e the popula
dful of the ba
ral knowledg
& Clardy, 20
od, the meth
with cultura
ing skills to t
age: Robinso
er education
fectively tea
required of
r schools” (R
ure and cour
CLD for teac
ure in relativ
ption of serv
(2012) discu
mpetence in
ompetent st
ow graduate
ions: Tharp (
recommend
re of, and ow
entity theor
on an individ
etence
rich in cultu
ation is chan
ackgrounds
ge and expe
011; Colvin e
hod to reach
al diversity, i
their teache
on and Clard
n programs (
aching cultur
all teacher e
Robinson &
rsework: In t
cher educato
vely broad ve
vice delivery
uss specific a
nascent cou
tudent as mo
student con
(2012) addre
dations. Tha
wning your s
ries; 3) recog
dual, commu
ral diversity
nging, the ed
of students
erience of wo
et al., 2007)
h that goal is
it is unlikely
er education
dy examined
(2011). They
rally and ling
education pr
Clardy, 2011
tandem with
ors, recomm
eins. Paz (20
y in broad te
ttributes in
unselors. De
ore likely to
nstituency.
essed the cu
arp’s four re
social identi
gnizing how
unity, and in
; however,
ducational
seeking
orking or
. While the n
not. “If teac
that they w
students”
how cultura
y generally
guistically
rograms due
1, p. 109).
h Robinson a
mendations a
008)
erms for scho
online
Beuckelaer
succeed in
urrent spirit m
ecommendat
ty and its im
multiple soc
stitutional le
need
cher
will be
al
e to
and
about
ool
et al.
more
tions
mpact
cial
evel;
and 4) ca
diversity
to the cu
administ
Specific E
Th
educatio
develope
recognize
based on
performe
and Sirin
preservic
students
occurred
terms of
discrimin
Th
Self and
compete
and strat
SOAP mo
arefully cons
education.”
urrent topic b
rator.
Exercises an
The REST: A p
n is produce
ed the Racia
e intoleranc
n demograph
ed well on th
had educat
ce secondary
‐on‐a‐baske
d, by the auth
how proble
nation.
The Self and O
Other Aware
ence. Specific
tification, mi
odel was for
(1) to fos
cultural d
cultural id
concepts,
sidering your
” On the fac
but avails fe
nd Activities
particularly s
ed by Rogers
l and Ethical
e and develo
hics. These s
he REST show
ors‐in‐traini
y school teac
tball‐court s
hors’ descrip
matic they w
Other Aware
eness Projec
cally, the SO
inority and m
an undergra
ter students
iversity; (2)
dentity; (3) t
, and majorit
r approach t
e of it, Tharp
w operation
to Improve
specific educ
s‐Sirin and S
l Sensitivity T
ops skills rel
skills notably
wed greater
ng address e
chers. These
scenario. In
ption. Prese
were, with h
eness Projec
ct (SOAP) as
OAP model in
majority gro
aduate mino
s’ ability and
to facilitate
to increase s
ty‐minority g
14
to curriculum
p’s article ap
nal definition
Cultural Com
cational tool
irin (2009; la
Test (REST).
ated to addr
y used conte
r cultural com
ethically pro
e scenarios i
each, overt
rvice teache
higher scores
ct (SOAP): Co
designed to
ncludes “dive
ups, and pre
ority‐groupe
d willingness
students’ ac
tudent know
group dynam
m developm
ppears to be
ns to aid the
mpetence
l within the
ater validate
The REST is
ressing marg
ext‐specific v
mpetence, m
oblematic vid
nvolved a fa
and subtle r
ers rated the
s diagnosing
olvin‐Burque
o help educa
ersity and cu
ejudice and d
ed course. Th
to recogniz
cknowledge
wledge relat
mics; and (4)
ent and faci
e the most n
e reader or c
realm of pre
ed by Sirin et
designed to
ginalization
vocabulary. T
measured lat
deoed scena
aculty lounge
racial discrim
e scenarios o
g greater sen
e et al. (2007
ators advanc
ulture, powe
discriminatio
he object wa
e and explo
ment of the
ted to minor
) to develop
litation of
eatly reconc
ollege
eservice teac
t al., 2010). T
o help teache
of students
Those that
ter. Rogers‐S
arios for
e scenario a
mination
on a 1‐5 scale
nsitivity to ra
7) described
e cultural
er, inequality
on” (p. 226)
as:
re
ir own
rity‐group
p skills in
ciled
cher
They
ers
Sirin
nd a
e in
acial
The
y,
. The
T
small gro
homewo
compete
religion,
the Color
The CoBR
the Liker
in a pre‐t
and post
to the su
unaware
Burque e
students
privilege,
when com
The SOAP
as measu
students
sexual or
Th
identifica
cross‐cult
society (p
he SOAP mo
oup activities
ork assignme
encies select
ability, or ag
r‐Blind Racia
RAS capture
t scale. To m
test/post‐tes
test . Specif
bjective TM
ness to blat
et al., 2007).
and the bla
, unawarene
mpared to b
this study
specific m
students t
with clien
P study prov
ured by the C
and faculty
rientation (C
The inclusiona
ation of back
tural commu
p. 226).
odel includes
s, journals, v
ents to suppo
ed by Colvin
ge with parti
al attitudes s
d data throu
measure any
st design. Th
ically, differe
AS by Ponte
ant racial iss
Further, th
ck students.
ess to blatan
black studen
y provides p
model design
to acquire th
nts from dive
vided a posit
CoBRAS surv
attitudes in
Colvin‐Burqu
ary cultural
kground incl
unications, in
s a variety of
videos, guest
ort cultural c
n‐Burque et a
icular impor
scale (coBRA
ugh an objec
change, the
he results sh
ences were
erotto et al.,
sues, and un
e authors no
. White stud
nt racial issue
ts on the pre
preliminary e
ned to assist
he knowledg
erse backgro
tive change i
vey. This mo
the areas o
e et al., 200
model: The
uding childh
15
n preparatio
f activities in
t speakers a
competence
al. were rela
rtance on rac
AS) by Neville
ctive, self‐ad
e CoBRAS wa
owed signifi
noted for th
1998): Unaw
nawareness t
oted signific
ents had hig
es, and unaw
etest. The au
empirical evi
faculty who
ge and skills
ounds (p. 237
in student aw
odel and surv
f race, gend
7).
inclusionary
hood memor
on for workin
ncluding “se
nd Lenspers
e developme
ated to race,
ce. The SOA
e, Lilly, Dura
dministered
as given on t
icant differe
he following
wareness of
to institution
cant differen
gher levels o
wareness to
uthors note
idence regar
o are educati
necessary t
7).
wareness of
vey can be u
er, age, abil
y cultural mo
ries and trad
ng in a diver
elf‐evaluation
son assignm
ent” (p. 226)
, gender, sex
AP project w
an, Lee, and
20‐question
the first and
ences betwe
objective ar
f racial privil
nal discrimin
nces betwee
of unawaren
institutiona
that:
rding the im
ing social wo
o work succ
f color blind
used togethe
ity, religion,
odel first use
ditions. The
se
n, large and
ents (five
. The cultur
xual orientat
as measured
Browne (200
n survey usin
last day of c
en the prete
reas (in cont
ege,
nation (Colvi
n the white
ess of racial
al discrimina
pact of a
ork
essfully
racial attitu
er to educate
, ethnicity, a
es self‐
next step lo
ral
tion,
d by
00).
ng
class
est
trast
in‐
tion
des
e
nd
oks
at the pe
Nakabus
their cult
unrealist
specific c
thought
mine” wh
method,
learning
compone
and attit
The cross
tradition
T
done in a
Rittner (1
English, G
American
Guayane
other com
subgroup
subgroup
“they are
heard as
Next, stu
specific. T
in nature
erspective of
gu and Rittn
tural backgro
tic expectatio
cultures to e
process allow
hich can lead
the student
process to e
ents” (p. 4).
udes that ar
s cultural ap
s, then learn
he inclusion
a classroom
1992) noted
German, Me
n, Japanese‐
ese‐Hindu, Le
mbination” (
ps that stude
ps, students
e encourage
children” (N
udents were
They discove
e. Alternative
f other cultu
ner (1992) no
ounds affect
on that mino
nable them
ws students
d to bias. Int
ts examine t
enable them
This inclusio
re culturally
pproach allow
n other cultu
ary cultural
setting. First
that “some
exican, Puert
‐Peruvian) w
ebanese‐Mo
(p. 6). The n
ents divide u
discuss thei
d to try to re
Nakabusgu &
asked “to d
er that, wha
ely, they rea
ral backgrou
oted that mo
t beliefs and
ority conten
to work com
s to compare
tercultural le
hemselves b
to generaliz
onary cultura
influenced r
ws students
ural backgro
model proc
t students d
students wi
to Rican) or
while others m
oslem, New Y
ext step req
up into most
ir childhood
emember an
& Rittner, 19
iscriminate t
at they thoug
alize that wh
16
unds and tra
ost students
decisions.
t will teach t
mfortably wi
e other cultu
earning is m
becoming th
ze more dida
al model allo
regardless of
to learn wh
unds.
ess is broken
ivide by cult
ill use only a
combined id
may include
York‐Jew, Sc
quires subgro
t closely rese
memories, t
ny of the adm
92, p. 7). Stu
those behav
ght was cult
at they belie
aditions (Nak
s do not und
Further stud
them suffici
ith those po
ures as “mos
ultifaceted.
e subject in
actic materia
ows student
f the specific
at shapes th
n down into
tural backgro
a single ethn
dentities (Af
e religious af
cottish‐Germ
oups for disc
emble their
traditions, a
monitions, s
udents focus
viors that we
ural may ha
eved were fa
kabusgu & R
derstand how
dents “may h
ent informa
pulations” (
st like mine”
In the inclus
the experim
al on broad,
s to “recogn
c cultural co
heir own valu
o several step
ound. Nakab
nic identity (C
rican Americ
ffiliations (Iri
man‐Souther
cussion. The
own culture
and behavior
sayings, or rh
s on what th
ere most like
ve been fam
amily rules f
Rittner, 1992
w profoundly
have an
tion about
p. 4). This
or “least lik
sionary cultu
ment “and cr
cultural
nize behavio
ontent” (p. 5
ues and
ps and can b
busgu and
Chinese, Cub
can, Italian‐
ish‐Catholic,
rn Baptist), o
ese small
e. In these sm
rs. Specifical
hymes they
hey were tau
ely family‐
mily‐idiosync
for behavior
2).
y
ke
ural
ross‐
rs
).
be
ban,
,
or
mall
lly
ught.
cratic
r may
have bee
7).
In
for their
similariti
lead to in
After com
cultural b
their own
to disting
impact o
expectat
The belie
backgrou
In
studies a
settings –
setting a
essays, a
consciou
universa
students
One prob
of the tas
granted”
en culturally
n the subgro
background
es and diffe
nteractive di
ming through
background
n experience
guish betwe
n attitudes,
ions about h
ef is that onc
und, then th
ntergroup In
t Griffith Un
– from the c
nd ultimatel
nd intercult
s and uncon
l” (p. 417). T
can also lea
blem though
sk: cultural c
” (p. 414).
consistent w
oups student
s and what a
rences with
iscussions. F
h the inclusi
shaped thei
es as well. It
en family ru
perceptions
how others s
ce the stude
e didactic m
teraction: Ei
niversity in A
losely contr
ly to the gre
ural interact
nscious actin
The implicati
arn to adapt
h, according
competence
with others i
ts realize how
are idiosync
respect to f
rom this poi
onary cultur
r lives and h
allows stud
les and cultu
s, behaviors,
should act, f
nts have a b
materials abo
isenchlas an
Australia that
olled enviro
ater surroun
tions, the ins
ng out of cult
ions, then, a
to different
to Eisenchla
e is always ei
17
in their subg
w hard it is t
ratic behavi
amily respon
int, the dida
ral model, st
how individu
ents to learn
ural rules. In
, actions, fee
feel, and bel
better under
out other cul
d Trevaskes
t focus on in
nment of th
nding comm
structors ex
tural mores
re clear. If c
t and unfami
as and Treva
ither someo
group” (Naka
to determine
ors. In the fi
nsibilities, ro
actic materia
tudents und
uals from oth
n from the k
n turn, this p
elings, and m
ieve” (Nakab
rstanding of
tures will be
s (2007) high
ntercultural e
he classroom
munity. Throu
pect studen
as situation
culture is lea
iliar situatio
askes, is that
ne else’s pro
abusgu & Rit
e what is the
inal stage of
oles, religion
al on culture
erstand how
her cultures
known to the
process has “
most importa
busgu & Ritt
themselves
e more recep
hlight four di
exchanges in
m to the broa
ugh films, di
ts to “recog
al and not n
rned (or situ
ns, customs
t no one will
oblem or “ta
ttner, 1992,
e cultural no
f this exercis
n, and behav
is presented
w their own
evolved fro
e unknown a
“a tremendo
antly,
tner, 1992, p
and their
ptive.
ifferent case
n various
ader campus
scussions, g
nise the
ecessarily
uational), th
, and people
take owner
aken for
p.
orm
se,
viors
d.
m
and
ous
p. 9).
e
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include a
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consider
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competence
o University a
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hods have no
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uch as those
cs on the ins
hes to curric
ations), Thar
ve side, ther
nstruct a pla
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ve. Administ
e best practic
e training.
administrato
a wide array
(2007), and
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e recommen
stitution. W
culum develo
rp and other
re is an eme
usible, cohe
ports as desc
trators, whil
ces of prior
18
ors in beginn
y of operatio
d Nakabusgu
conced as m
, is intended
nded by Thar
While no one
opment sou
rs are under
rgent scaffo
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cribed by Po
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studies in a
ning cultural
onal definitio
u and Rittner
odels for un
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rp (2012), pl
would dispu
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rstandably re
old in the lite
sing operatio
onterotto et
by few pion
national zeit
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ons. While R
r (1992), are
niversities to
fic discipline
lace the onu
ute that care
rofitable pat
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erature from
onal definiti
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neers, have w
tgeist that is
ce initiatives
ogers‐Sirin a
e explicit in t
adopt. Roge
. Broad and
us of program
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pecifics.
m which a
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and
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W
compete
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t
From the
1.
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While much o
ence, Delta S
ate student
ance from s
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University” –
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learning out
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3. Affec
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inspiration f
Bloom’s Tax
Taxonomy s
take.
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by shifting t
While “awar
awareness,
in the curric
explore, and
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Describe var
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erved as the
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d it creates m
rces, the Act
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rch indicates
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ussions.
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e catalyst for
is QEP – the
mphasis from
nly represen
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“new” focus
more concre
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19
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s a focus on
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QEP Action
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kills)
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ther cultures
systemic or
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education an
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that the out
eview create
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ty issues, “co
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more opportu
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s; understan
organizatio
the student.
mmittee dre
Outcomes at
arch 1, 2013
nd the basis
reated by the
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in this exerc
tcomes wou
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ompetence”
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unities for de
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To create
ew inspiratio
Delta State
3 highlighted
for student
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cultures.
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shared unde
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ith the desir
within their o
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portunities fo
portunities fo
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erstanding a
oving intercu
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ectives with
oping empa
ction with th
e to give all
own disciplin
ommittee a
or students t
or students t
o enhance st
20
and support
ultural comm
openness an
athic skills
he accepted
department
nes. To aid in
lso identified
to explore th
to experienc
tudents’ cro
of cross‐cult
munication; w
nd respect.
definitions o
ts and units
n the develo
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heir own cul
ce, understa
oss‐cultural c
tural experie
working wit
of “culture”
autonomy in
opment and
ad goals of t
ltural comm
nd, and app
communicat
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hin a globali
and “cultur
n exploring
furtherance
he QEP:
unities.
preciate othe
tion and
ized
al
e of
er
Section
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universit
compete
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Strategy
Experien
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orientati
interpers
and ease
introduce
The QEP
One is a s
session f
1
st
T
co
n
VI: Action
o meet the b
y in incorpo
ence and its p
ce from beg
y 1 – Introdu
nce
According to
on course, is
sonal challen
es DSU’s new
e cultural co
Team has d
survey, whil
or GST 100.
. The Freshm
tudents’ atti
his survey w
ourse, and o
ot simply th
ns to be Im
broad goals
rating cultur
products wil
ginning to en
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the universi
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w students in
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eveloped tw
e the other
men Cultural
itudes towar
will be admin
once at the e
e newly intr
mplemente
of the QEP,
ral compete
ll become a
nd.
awareness e
ity’s catalog,
n part to hel
ted by colleg
nto the camp
o freshmen
wo methods
is a common
l Competenc
rds commun
nistered twic
end. This inst
roduced sess
21
ed
the QEP Tea
nce at DSU,
part of the f
exercises and
, the Bulletin
lp students “
giate life.” T
pus culture;
in a reliable
for introduc
n reading ex
ce Survey is a
nicating and
ce during the
trument me
sion dealing
am devised f
the intent b
fabric of the
d activities i
n, GST 100, a
“adjust resp
his course fo
it is therefo
e and consist
cing cultural
xperience, w
a simple Like
associating
e semester:
easures the e
with cultura
four strateg
being that cu
e undergradu
into the Firs
a one‐hour f
onsibly to th
osters a sens
ore the perfe
tent manner
competenc
which will be
ert scale des
with diverse
once at the
entire GST e
al competen
ies to assist
ultural
uate college
st‐Year
freshmen
he individua
se of commu
ect vehicle to
r.
e to this gro
a new requ
signed to ass
e population
beginning o
xperience a
nce. See belo
the
l and
unity
o
oup.
ired
sess
ns.
of the
nd
ow:
A. It is im
with peo
backgrou
B. Being
are differ
understa
C. Under
and cultu
of my co
D. I value
perspect
own
E. DSU sh
to encou
commun
cultural g
2
th
cr
se
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th
mportant tha
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unds differ fr
exposed to o
rent helps m
and myself b
rstanding div
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llege experie
e opinions an
ives differen
hould make
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hat a commo
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1
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delves deepe
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with and und
tural compe
22
ural Compete
ly
ee Disa
2
2
2
2
2
er into inter
brings peop
ion” (Fergus
ort story, “D
o various typ
derstanding
etence. After
ence Survey
gree
2
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2
cultural rela
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son 2006), G
ead Men’s P
pes of culture
others and
r an evaluati
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3
3
3
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ations. Buildi
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GST mentors
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the pitfalls a
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ing on the id
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associated w
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gree
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compete
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– List of G
examinin
faculty m
will acco
Departm
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In Fall 20
achieve t
2 Cultural A3 There arecurrently n
may be consi
mentors to fa
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General Edu
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members be
unt for obje
ments will be
Table (Appe
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he specified
Description o
ollection, an
esults of the
Use of Evalua
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Awareness is ce actually fifty‐not being offer
dered in sub
acilitate the
orate or enha
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matically inc
wenty‐one c
ucation Cour
ly how cultu
intentional i
ctives, instru
required to
ndix 5 – QEP
following:
outcome (C
of how each
nd analysis (C
e Evaluation
ation Results
ments submi
d then colle
urrently one o‐six General Edred, and ART 40
bsequent ye
common rea
ance cultura
course that
cluded in the
courses have
rses). Depar
ural compete
in their effor
uctional met
complete th
P Outcomes
Column A)
course will a
Column B)
(Column C)
s (Column D)
tted partial
ct and analy
f ten possible ucation course01 and 402 are
23
ars. The QEP
ading sessio
al competen
currently id
e QEP plan.
e Cultural Aw
tments are t
ence fits as a
rts when cre
thods, assign
he annual QE
s for General
achieve sele
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tables show
yze data.
competencies es offered at De for Art major
P Team is de
on.
nce threads i
dentifies Cult
Of the fifty‐t
wareness as
taking a clos
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nments, and
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l Education
cted SLOs, in
wing how eac
associated witDSU; however, rs only.
eveloping a g
in a range of
tural Awaren
two availabl
a competen
se look at th
nt. This strate
sessing exerc
d assessmen
es for Genera
Courses Tab
ncluding cou
ch course ini
th General EduANT 101 and M
guide for GS
of general
ness as a
le General
ncy3 (Append
ese courses
egy requires
cises. Instruc
t methods.
al Education
ble). These t
ursework, da
itially plans t
ucation courseMUS 117 are
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dix 4
and
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courses o
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to the QE
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Gen Ed c
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a battery
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course in
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included
level cou
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Through
the QEP T
1
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of all degree
or all degree
EP. These up
n the specif
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to complete
comes for U
While the QE
program, the
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e that every
ence.
During a leng
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. As with the
nitially plans
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ourses, chai
(those that
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ve programs
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share MG
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orate or enha
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e programs,
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ectives, meth
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Upper‐Level C
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s that are ta
student in e
gthy process
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rs and curric
identified C
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to determin
communica
some revisi
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GT 300 as a c
have chosen
ance cultura
department
ourses are, fo
epartments m
hods, assign
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Courses Tab
not set a ma
epartments t
ught at least
every degree
in Fall 2013
participate
urses, depar
the SLOs, an
lectually rigo
culum comm
Cultural Awar
examined ev
ne where an
ation with de
ons to its in
oose to inclu
tiple degree
core course,
n that course
24
al competen
ts will identi
or the most
must allow f
ments, asse
mes for Upp
ble).
aximum num
to identify at
t once every
e program w
, departmen
in the QEP (A
rtments subm
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mittees alrea
reness as a c
very required
nd how cultu
epartments
itial request
ude a course
programs (e
so a numbe
e as the one
nce threads i
fy upper‐lev
part, 300 or
for the same
essment tech
per‐Level Cou
mber of uppe
t least one r
y two years.
will be expos
ntal curriculu
Appendix 7
mitted parti
ect and analy
ss than the
ady knew wh
competency
d, core, or e
ural compete
and learning
ts:
e more than
e.g. Many bu
er of departm
they will us
in selected u
vel courses t
r 400 level co
e considerati
hniques). Th
urses Table (
er‐level cour
required (or
This proced
ed to the co
um committ
– List of Up
al tables sho
yze data. In s
other strate
hich courses
y); however,
lective cours
ency fit best
g of their un
once if it sa
usiness degr
ments in the
se for the QE
upper‐level
that are relev
ourses or co
ions as with
ey will also
(Appendix 6
rses for each
core) course
ure is intend
oncept of cul
tees identifie
pper‐level
owing how e
some ways,
egies. With th
s had to be
with the up
se in their
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ique situatio
atisfies
ee programs
College of
EP).
vant
ore
the
be
6 –
h
e, or
ded
ltural
ed
each
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pper‐
ons,
s
2
The QEP
Courses T
Strategy
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and Inter
events; m
departm
appropri
designate
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Supporti
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to
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co
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sa
im
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are not ta
therefore
selection(
Outcomes fo
Table will co
y 4 – Enhance
he QEP Dire
rnational Stu
monitor the
ents and un
ately design
ed, these ev
earning out
ing Actions
DSU will adm
o the one giv
their under
ompetence
lan’s effectiv
ntended to b
ompare fres
ample of the
articipating
ample will li
mprovement
degree prog
aught as freq
e, some depa
(s).
for Upper‐Le
ollectively be
e the offerin
ctor will wo
udent Servic
organization
its on campu
ated as QEP
vents will be
comes. All ta
inister an an
ven after the
standing of
issues at De
veness and w
be a longitud
shmen to fre
e participatin
upper‐level
kely remain
t in the area
grams with
quently as th
artments hav
vel Courses
e called the Q
ngs of cultur
rk with vario
ces) to devel
n and coordi
us to ensure
P‐related (i.e
tagged and
agged event
nnual QEP Su
e QEP topic w
culture, the
lta State. Th
will provide
dinal study; r
eshmen and
ng Gen Ed co
courses. Th
relatively un
of cultural c
25
low enrollm
hose in the m
ve chosen “l
Table and th
QEP Outcom
rally rich eve
ous groups (
op strategie
ination of re
e that all rele
e. an event th
tracked wit
ts will be elig
urvey to fres
was chosen,
ir beliefs, an
he results, co
direction fo
rather, it is a
seniors to se
ourses. Senio
e hypothesis
nchanged, th
competence
ent, many o
more popula
lower‐level”
he QEP Outc
mes Tables.
ents on cam
such as the
es for the dev
elevant even
evant calend
hat relates t
h one of the
gible for spo
shmen and s
, intends to
nd their thou
ompared yea
r future pro
an independ
eniors. Fresh
ors will be c
s is that ove
he senior sa
e (Appendix
of the upper‐
ated degree
” core course
comes for Ge
mpus
Diversity Co
velopment o
nts; and coor
dared activit
to intercultu
e QEP progra
onsorship an
seniors. This
capture stud
ughts on cult
ar to year, w
gramming. T
dent sample
hmen will be
hosen from
er time, while
mple will de
8 – QEP Sur
‐division cou
programs;
es as their Q
eneral Educa
ommittee, SG
of relevant
rdinate with
ies are
ral issues). I
am goals or
d funding.
s survey, sim
dents’ minds
tural
will indicate t
This survey i
that will
e chosen fro
a sample of
e the freshm
emonstrate
rvey).
urses
QEP
ation
GA,
all
f so
milar
sets
the
is not
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f the
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co
as
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is
DSU will also
ompetency.
ssist faculty
vent, availab
ssues and im
plan and ho
One such e
in incorpora
ble to the en
mproving cult
ost regular ev
event will ser
ating cultura
ntire campus
tural compe
26
vents (at lea
rve as a “bes
al competen
s, will genera
tency skills.
ast two annu
st practices”
cy into cour
ally focus on
ually) on cult
” workshop i
ses, while an
n understand
tural
intended to
nother such
ding intercu
ltural
Section
W
number o
evaluatin
Q
SA
A
G
VII: Organ
While the ent
of individua
ng this plan.
QEP Director
o Coord
o Ensur
o Comp
o Admin
o Tabula
o Tracks
o Comp
inform
ACS Liaison
o Monit
o Appoi
VIII)
Academic De
o Annua
o (Depa
o (Depa
Sectio
o (Facul
Outco
GST Mentors
o Admin
o Lead s
nizational
tire universit
ls or groups
dinates all QE
es that all re
piles chairs’ D
nisters QEP S
ates Freshm
s campus ev
pletes and su
mation on th
tors the enti
ints member
partments
ally Review G
artment chai
artment chai
on IX for mor
lty members
omes Tables
nister the Fr
sections thro
Structure
ty has a stak
that will hav
EP efforts
eports are co
Departmenta
Survey
men Cultural
vents with ca
ubmits annua
his report)
re plan for c
rs of the QEP
Gen Ed and
irs) Submit Q
irs) Submit a
re informati
s) Make chan
reshmen Cult
ough a readi
27
ke in this pla
ve direct res
ompleted an
al QEP Repo
Competence
ampus‐wide
al report to
compliance
P Advisory G
Upper‐level
QEP Outcom
a Departmen
on on the De
nges to cour
tural Compe
ing of “Dead
an, the QEP T
sponsibility i
nd submitted
orts
e Survey resp
support
SACS Liaison
Group (expla
course sele
es Tables to
ntal QEP Rep
epartmenta
rses based o
etence Surve
d Men’s Path
Team has ide
n overseein
d on time
ponses
n (see Sectio
ained below
ctions
o the QEP Dir
port to the Q
al QEP Repor
on analysis o
ey to all GST
h” by Chinua
entified a
g, running, o
on IX for mo
and in Secti
rector
QEP Director
rt)
of the QEP
100 sections
a Achebe
or
re
on
(see
s
Q
A
QEP Advisory
o Plans
o Review
o Review
o Review
o Make
and as
o Comp
inform
All University
o Work
event
y Group
at least two
ws QEP Dire
ws submitte
ws Departm
s recommen
ssessment te
pletes and su
mation on th
y Departmen
with the QE
s
o workshops/
ector’s annua
ed QEP Outco
mental QEP R
ndations to a
echniques
ubmits annua
his report)
nts, Units, Co
EP Director t
28
/presentatio
al report
omes Tables
Reports
academic de
al report to
ommittees, a
o plan, iden
ons annually
s
epartments r
SACS Liaison
and Organiza
tify, and tag
y
regarding co
n (see Sectio
ations
g appropriate
ourse selecti
on IX for mo
e calendared
ons
re
d
Section
One of th
resource
of five ye
one new
Q
P
Q
va
A
The table
VIII: Reso
he hallmarks
s. This QEP h
ears. While t
committee
QEP Director
lanning Spec
QEP Advisory
arious intere
Affairs, SGA,
e below indi
QEP Di
Contra
Commo
Market
Profess
Presen
ources
s of a succes
has an annu
this plan will
with unique
– The indivi
cialist, also a
y Group – Int
ested parties
Diversity Co
cates expect
rector – Sala
ctual (extern
odities (supp
ting (publicit
sional Devel
tations, Trai
ssful QEP is it
al budget se
take full ad
e responsibil
dual in this ½
a ½‐time pos
troduced in
s such as the
mmittee, an
ted and bud
Item
ary + Fringe
nal evaluatio
plies)
ty, branding
opment fun
ining)
29
ts sustainab
et aside of ap
vantage of e
ities have be
½‐time posit
sition.
Section VII,
e General Ed
nd academic
geted expen
on, consulta
)
ds (Research
ility – of hum
pproximatel
existing reso
een created
tion doubles
this group w
ducation Com
c departmen
nditures:
nts)
h,
Tot
man, physica
ly $77,000.0
ources, one n
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s as the Asse
will consist o
mmittee, QE
ntal liaisons.
Cost
$42,250
$10,000
$3,750
$6,000
$15,000
tal: $77,000
al, and finan
00 for a minim
new position
essment and
of members f
EP Team, Stu
0.00
0.00
0.00
0.00
0.00
0.00
ncial
mum
n and
d
from
udent
Section
T
broad pr
academic
QEP Outc
Since the
degree c
QEP Outc
following
Rather th
expects t
of depart
Departm
T
serve two
Fe
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w
d
C
se
th
o
IX: Assess
he QEP Team
ogram goals
c departmen
comes Table
e success of t
ompetence
comes Table
g:
Specified
Methods,
Results of
Use of ev
han acceptin
to see much
tments’ leve
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his annual re
o purposes:
eedback – O
ave the opp
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he opportun
r best cours
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m has develo
s and SLOs a
nts, faculty, t
es (for Uppe
this plan dep
is assessed w
e will be the
Outcomes (
, data collect
f evaluation
aluation res
ng the static
activity in C
el of involvem
Report
eport, subm
Open commu
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the authorita
k? Should SL
w – Departm
d make reco
nity to add o
es for this p
ategies
oped a num
re successfu
the QEP Adv
er‐Level Cour
pends on wh
will rest prim
reporting to
Column A)
tion, and an
(Column C)
ults (Column
“No Change
Column D as
ment in the
mitted by aca
unication is a
comment an
ative feedba
LOs be chang
ments will an
ommendatio
r to remove
lan is vital a
30
ber of asses
ully met. Ass
visory Group
rses and Gen
hat happens
marily with a
ool. As discus
alysis (Colum
n D)
es” or “No Re
an indicatio
plan.
demic depa
a necessity.
nd make sug
ack mechani
ged?).
nnually revie
ons for chang
courses fro
nd cannot h
sment strate
sessment wil
p, and the Q
neral Educa
s in the class
academic de
ssed in Secti
mn B)
ecommenda
on of growth
rtmental ch
While facult
ggestions, th
ism for facul
ew both Gen
ge. This revi
m the QEP p
appen witho
egies to ens
ll be the resp
EP Director.
ation Courses
sroom, how
epartments –
ion VI, the ta
ations,” the
h and adapta
airs to the Q
ty and chairs
e Departme
lty (e.g. Wha
n Ed and upp
ew will prov
program. Ch
out regular f
ure that all
ponsibility o
s)
and to what
– the faculty
ables chart t
QEP Team
ability and a
QEP Director
s will always
ental QEP Re
at works? W
per‐level cou
vide departm
oosing the r
faculty input
of
t
y. The
the
sign
r, will
s
eport
What
urse
ments
right
t.
Annual R
T
academic
QEP Outc
Compete
of campu
Annual R
T
departm
suggestio
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Compete
Freshme
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commun
for the G
instrume
QEP Surv
A
to hear f
program
through t
informat
Report of the
he QEP Dire
c departmen
comes Table
ence Survey;
us events.
Report of the
he QEP Advi
ents and QE
ons to depar
mental QEP R
ence Survey;
n Cultural C
his tool, use
icating and
GST 100 fresh
ent.
vey
Although the
rom student
ming and pl
the Annual R
ion on the Q
e QEP Direct
ctor will cre
nts and the Q
es; summary
tabulation o
e QEP Advis
isory Group’
EP Director) w
rtments of c
eport; findin
and recomm
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ed twice duri
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hmen experi
QEP Outcom
ts as well. Gi
anning impl
Report of the
QEP Survey.
tor
ate an annu
QEP Advisor
y of the resul
of evaluation
ory Group
’s report to t
will include
hanges to co
ngs from the
mendations
Survey
ing the seme
with diverse
ience. See Se
mes Tables w
iven to both
ications for t
e QEP Adviso
31
al report to
y Group) inc
lts of the QE
n forms of w
the SACS Lia
a detailed an
ourse metho
e QEP Survey
to the SACS
ester, will as
e population
ection VI for
will be the p
h freshmen a
the entire p
ory Group. S
the SACS Lia
cluding the f
EP Survey an
workshops/p
aison (also di
nalysis of QE
odologies; si
y and the Fre
Liaison for c
ssess studen
s and will se
r more detai
rimary asses
and seniors,
lan. Results
See Section
aison (also d
following: br
d Freshmen
presentation
istributed to
EP Outcome
gnificant fin
eshmen Cult
changes to t
nts’ attitudes
erve as the a
iled informa
ssment vehi
the survey r
will be share
VI for more
distributed to
rief summar
Cultural
s; and tabul
o academic
es Tables;
ndings from t
tural
the QEP.
s towards
assessment t
tion of this
cles, DSU ne
results will h
ed with facu
detailed
o
y of
ation
the
tool
eeds
have
ulty
S
C
W
D
T
s
Section X: Tim
Action/Acti
QEP Advisory Gappointed
QEP implemen
Freshmen CulCompetence Surv
Workshops/preseplanned
QEP Survey admi
QEP Outcomes submitted to
Director
Departmental QEsubmitted to
Director
“Best Practicworkshop
Cultural Compecampus presen
Annual Report suto SACS Liai
Review of QEP DAnnual Rep
Review of QEP OTables and Spring
Advisory Annuasubmitted to SAC
meline
ivity Indiv
Group d
ntation
ltural vey given
Q
entations
QE
inistered
Tables o QEP r
De
EP Report o QEP r
De
ces” p
QE
etence ntation
QE
ubmitted son
Director’s port
QE
Outcomes g Reports
QE
l Report CS Liaison
QE
vidual(s)/GroupResponsible
SACS Liaison
Entire Campus
QEP Director; GSTMentors
EP Advisory Grou
QEP Director
epartment Chairs
epartment Chairs
EP Advisory Grou
EP Advisory Grou
QEP Director
EP Advisory Grou
EP Advisory Grou
EP Advisory Grou
p(s)
Spring S
X
T
p
s
s
p
p
p
p
p
32
2014
Summer Fall
X
X
X
20
Spring Sum
X
X
X
015
mmer Fall
X
X
X
X
X
X
X
X
2016
Spring Summ
X
X
X
X
X
X
6
mer Fall
X
X
X
X
X
C
W
D
T
s
Action/Acti
QEP Advisory Gappointed
QEP implemen
Freshmen CulCompetence Surv
Workshops/preseplanned
QEP Survey admi
QEP Outcomes submitted to
Director
Departmental QEsubmitted to
Director
“Best Practiworkshop
Cultural Compecampus presen
Annual Report suto SACS Liai
Review of QEP DAnnual Rep
Review of QEP OTables and Spring
Advisory Annuasubmitted to SAC
ivity Indiv
Group d
ntation
ltural vey given
Q
entations
QE
inistered
Tables o QEP r
De
EP Report o QEP r
De
ices p”
QE
etence ntation
QE
ubmitted son
Director’s port
QE
Outcomes g Reports
QE
l Report CS Liaison
QE
vidual(s)/GroupResponsible
SACS Liaison
Entire Campus
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EP Advisory Grou
QEP Director
epartment Chairs
epartment Chairs
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T
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X
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s
p X
p X
p
p
p
33
2017
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20
Spring Sum
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X
018
mmer Fall
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X
X
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2019
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9
mer Fall
X
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Allen‐Me
C
Anderson
e
Brown, L
h
D
Colombo
p
Colvin‐Bu
ta
(2
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(10‐
Section
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
XI: Appen
x 1 – Quality
x 2 – Focus G
x 3 – Rubric
x 4 – List of
x 5 – QEP Ou
x 6 – QEP Ou
x 7 – List of
x 8 – QEP Su
ndices
y Enhancem
Group Ranki
Summary
General Edu
utcomes for
utcomes for
Upper‐level
urvey
ent Plan Lea
ings
ucation Cour
General Edu
Upper‐Leve
Courses
38
adership Tea
rses
ucation Cour
l Courses Ta
am
rses Table
able
Cultural A
Reading C
Student P
Student R
Writing Sk
Academic
Computer
Critical Th
Culture of
Financial
Required
Research
Sophomo
Student E
Study Skil
Time Man
Understa
Participan
are write‐
Awareness/Sen
Comprehension
Preparation
Responsibility
kills
c Support
r Literacy
hinking
f Learning
Literacy
GST 100
Skills
ore Comps
Engagement
lls
nagement
nding Value of
nts were asked
‐ins resulting fr
sitivity Or Sens
n
Education
to rank their to
rom the focus g
APFocus Grou
e of Place
op three topics i
roup discussion
40
PPENDIX 2
up Rankings – F
1
1
4
4
2
2
1
1
1
1
n order of high
n.
Faculty
2
2
1
3
2
5
1
1
1
1
est priority (1 b
3
3
3
2
3
1
1
2
1
1
being the highe
Total Vot
st). Italicized to
tes
5
5
9
6
10
2
2
4
1
1
1
0
1
0
1
2
1
opics
Cultural Awar
Reading Comp
Student Prepa
Student Respo
Writing Skills
Advising
Faculty Respo
Library Hours
Life Skills
Study Skills
Test Preparati
Participants w
write‐ins resu
reness/Sensitiv
prehension
aration
onsibility
onsibility
ion
were asked to ra
ulting from the f
ity Or Sense of
ank their top th
focus group dis
APFocus Group
Place
ree topics in ord
cussion.
41
PPENDIX 2 p Rankings – S
1
1
1
3
1
1
der of highest p
Students
2
1
1
3
1
1
priority (1 being
3
1
1
2
1
1
1
g the highest). I
Total
0
4
0
talicized topics
Votes
2
2
5
3
0
4
0
1
1
1
2
s are
Th
..is
..w
..in
..halea
..ha
..hiand
..ha
..ta
..iswil
his QEP propos
s consistent with
will have a signif
ncludes measura
as identified spearning
as clearly define
ighlights opportud resources
as a well-develo
akes demonstrate
s of a scope that ll obtain meanin
CRITE
al…
h our institution’s
ficant impact on
able student learn
ecific measures a
ed ideas for a suc
unities to build o
oped and realistic
ed “best practice
will be able to bngful results
ERIA
s Mission and St
student learning
ning outcomes
and tools to asse
ccessful assessm
on current institu
c budget for wha
es” into account
be implemented e
APRubr
trategic Plan
g
ss student
ment plan
utional initiative
at is proposed
effectively and
42
PENDIX 3ric Summar
E
Academic Student PreCultural AWriting = Student ReStudent PreAcademic Cultural AWriting = 9Student ReAcademic Student PreStudent ReWriting = 9Cultural AStudent ReAcademic Cultural AStudent PreWriting = Student ReWriting = 9Academic Student PreCultural A
es
Cultural AStudent ReStudent PreAcademic Writing = 9
Writing =1Cultural AStudent PreStudent ReAcademic Academic Cultural AStudent ReStudent PreWriting = 4Academic Cultural AStudent ReStudent PreWriting = 9
ry
Excellent = 3 S
Advising = 19eparation = 19
Awareness = 17 16 esponsibility = 1eparation = 12 Advising = 11
Awareness = 10 9 esponsibility = 7Advising = 10eparation = 10 esponsibility = 99
Awareness = 8 esponsibility = 1Advising = 11
Awareness = 10 eparation = 10 10 esponsibility = 19 Advising = 8 eparation = 8
Awareness = 7 Awareness = 17 esponsibility = 1eparation = 15 Advising = 149 10
Awareness = 8 eparation =7 esponsibility = 4Advising = 2 Advising = 15
Awareness = 11 esponsibility = 1eparation = 9 4 Advising = 11
Awareness = 11esponsibility = 1eparation = 9 9
SCORES
Satisfactory = 2
4
7
9
2
1
5
4
0
0
Not Adequatee = 0
Adapted fr
T
T
T
* ch
rom UNA proce
Totals
Total Score (E
AcadeCulturStudenStudenWritin
Total Score by
StudenCulturWritinAcadeStuden
SACS identiharacteristics
Sig
In
Ha
W
Is
ess documents
Excellent – 3
emic Advisingral Awarenessnt Preparationnt Responsibing – 85
y Certain Ca
nt Preparationral Awarenessng – 47 emic Advisingnt Responsibi
fies certain chare specifica
gnificant imp
cludes measu
as identified s
Well-developed
of a scope th
s (April 2012)
3; Satisfactor
g –101 s – 99 n – 99 ility – 92
ategories* (S
n – 48 s – 47
g – 45 ility – 42
haracteristics lly represente
pact on studen
ureable SLOs
specific meas
d budget
at will be abl
43
ry – 2; Not A
ame Point Sc
that define a ed by the follo
nt learning
ures and tool
e to be implem
Adequate – 0)
cale as Abov
“good,” or suowing catego
s for assessm
mented …
)
ve)
uccessful, QEories in the rub
ment
EP. These bric:
ART 101
CEL 300
COM 10
COM 20
ENG 203
ENG 204
ENG 206
FRE 101
GEO 201
GEO 303
MUS 114
MUS 115
MUS 116
PHI 201
PSC 201
SHS 360
SOC 101
SPA 101
SWO 10
SWO 300
THE 225
(Cur
1 – Introduct
0 – Human G
1 – Public S
2 – Interpers
3 – Introduct
4 – Introduct
6 – World Li
– Elementa
1 – Introduct
3 – World R
4 – Music in
5 – Experien
6 – The Hist
– Introducti
– American
0 – American
1 – Principle
– Elementa
1 – Voluntee
0 – Human D
5 – Introduct
Lirrently Iden
tion to Art
Growth and D
Speaking
sonal COmm
tion to Litera
tion to Litera
iterature Sur
ary French
tion to Huma
egional Geo
n American C
ncing Music
tory of Rock
on to Philos
n National G
n Sign Langu
s of Sociolo
ary Spanish
ering in the C
Diversity
tion to Theat
APst of Genera
ntifying Cult
Developmen
munication
ature (short
ature (poetry
rvey
an Geograph
ography
Culture
k and Roll
ophy
Government
uage
gy
Community
tre
44
PENDIX 4al Educatiotural Aware
nt
story/novel)
y/drama)
hy
on Courses eness as a C
)
Competencyy)
A
Foraddresthat rowith ““purpchoos
outcapp
Descrcultur[know Articuunderof croexperi[skills Evaluperspeand re[attitu
Q
A. QEP Outcom
r each outcome thass below, fill in all ow (for each gen ed“cultural awarenesrpose,” departmentse at least one of thcomes listed; use N
ppropriate for thosecovered)
ribe various asperal diversity wledge]
ulate a shared rstanding and suoss-cultural iences s]
uate cultural ectives with opeespect ude]
QEP Outcomes
me
at you boxes of d course ss” as a ts must he three N/A as e not
B. D1. Whatwill youthe lear---% of 2. Descrand/or m3. Expladata.
ects of
upport
enness
s for General E
Data Collection &t assessment tools andu use to determine achrning outcome? Set bstudents will achieveribe how the data fromethods will be/haveain the procedure to a
APPE
Education Cour
& Analysis d/or methods hievement of
benchmarks (ex. e --- ) om these tools e been collected analyze the
45
ENDIX 5
rse _________ (
C. Results o
What were the findi(How many studentslevel of competency p
outco
(insert course d
of Evaluation
ings of the analysis? s are achieving at thepreviously set for thisome?)
discipline/numb
e s
D. Use o1. List sp
2. Describe proposed or
learning o
ber)
of Evaluation Rpecific recommendatchanges in course(s)
r made as a result of utcome assessment p
Results tions. ) that are
f the QEP process.
A
Foraddres
that rcourseas a tchoos
outcapp
Descrcultur[know Articuunderof croexperi[skills Evaluperspeand re[attitu
A. QEP Outcom
r each outcome thass below, fill in all row (for each uppee with cultural comthread, departmentse at least one of thcomes listed; use N
ppropriate for thosecovered)
ribe various asperal diversity wledge]
ulate a shared rstanding and suoss-cultural iences s]
uate cultural ectives with opeespect ude]
QEP Outcom
me
at you boxes of
er level mpetency ts must he three N/A as e not
B. D1. Whatwill youthe lear---% of 2. Descrand/or m3. Expladata.
ects of
upport
enness
mes for Upper
Data Collection &t assessment tools andu use to determine achrning outcome? Set bstudents will achieveribe how the data fromethods will be/haveain the procedure to a
APPE
Level Course _
& Analysis d/or methods hievement of
benchmarks (ex. e --- ) om these tools e been collected analyze the
46
ENDIX 6
_________ (ins
C. Results o
What were the findi(How many studentslevel of competency p
outco
ert course disci
of Evaluation
ings of the analysis? s are achieving at thepreviously set for thisome?)
cipline/number)
e s
D. Use o1. List sp
2. Describe proposed or
learning o
)
of Evaluation Rpecific recommendatchanges in course(s)
r made as a result of utcome assessment p
Results tions. ) that are
f the QEP process.
ART 401
ART 402
ART 419
BIO 300
BIO 301
BIO 328
BIS 300
CAV 373
CEL 497
CHE 440
COM 32
CRJ 405
DMI 302
ENG 313
ENG 406
FCS 447
FCS 480
FRE 201
FRE 202
GEO 201
HIS 457
HIS 492
HSE 458
JOU 303
1 – Art Histo
2 – Art Histo
9 – Women i
– Cell Biolo
- Ecology
- Genetics
– Introductio
3 – Human F
7 – Diagnosi
0 - Biochemi
5 – Intercult
– Introducti
2 – History o
3 – American
6 – History a
– Profession
– Senior Se
– Intermedi
2 – Intermedi
1 – Introduct
– The New
– Special To
8 – Organiza
– History o
ory Survey I
ory Survey II
in the Arts
ogy
on to Interdi
Factors in Av
s and Evalua
istry
tural Commu
ion to Crimin
of Recorded
n Literature
and Gramma
nal Develop
eminar in Die
iate French
iate French
tion to Huma
South, 1865
opics in Hist
ation and Adm
f Journalism
APList of Up
I
isciplinary S
viation
ation of Stud
unication
nological Th
Music
ars of the En
pment
etetics
an Geograph
- Present
tory
ministration
m
47
PENDIX 7pper-level C
Studies
dent Achieve
heory
nglish Langu
hy
n in Athletic
ourses
ement in the
uage
Training
e Elementaryy School
MAT 405
MAT 490
MGT 300
MUS 30
MUS 302
NUR 302
NUR 303
NUR 304
NUR 305
NUR 306
NUR 312
NUR 312
NUR 333
NUR 335
NUR 336
NUR 403
NUR 403
NUR 408
NUR 443
NUR 443
PER 300
PER 460
PHI 406
PSC 360
5 – History o
0 – Senior S
0 – Principle
1 – Music of
2 – Music of
2 – Fundame
3 – Health A
4 - Pharmaco
5 – Nursing
6 – Nursing
2 (BSN) – B
2 (RN – BSN
3 – Health A
5 – Nursing
6 – Nursing
3 (BSN) – C
3 (RN – BSN
8 – Nursing
3 (BSN) – C
3 (RN – BSN
0 – History an
0 – Exercise
- Ethics
– Comparat
of Mathema
Seminar in M
es of Manag
f the Middle
f the Classic
entals of Clie
Assessment
ology
the Adult Cl
the Adult Cl
Basic Pathoph
N) – Basic P
Assessment P
the Adult Cl
the Adult Cl
Community H
N) – Commu
Synthesis
Community H
N) – Commu
nd Philosoph
Testing
tive Politics
atics
Mathematics
ement
e Ages, Rena
c, Romantic,
ent Care
lient I
lient II
hysiology
Pathophysiol
Practicum
lient I Practi
lient II Pract
Health Nursi
unity Health
Health Nursi
unity Health
hy of Sport a
48
aissance, and
and Contem
ogy
icum
ticum
ing
Nursing
ing Practicum
Nursing Pra
and Physica
d Baroque Pe
mporary Peri
m
acticum
al Education
eriods
ods
PSC 406
PSC 431
PSY 307
SHS 300
SOC 456
SPA 403
SWO 48
THE 320
– State and
– Classical
7 – Developm
0 – Introducti
6 – Race, Cla
– Spanish C
1 – Integrati
0 – History o
Local Gove
to Medieval
mental Psych
ion to the Sp
ass, and Gen
Conversation
ive Seminar
of the Theatr
ernment
l Political Th
hology
peech and H
nder
n
re
49
heory
earing Sciennces
1. When Race Langu Food Cloth Ritua Relig Art, M Other
2a. In gethe follow
a) Diffeand e
b) Differeligi
c) Diffesexuaorien
d) Diffesocia
e) Diffenation
f) Peopphysidisab
g) Peopcognidisab
you think of
uage, Signs,
hes/Furnitureals/Ceremonigious BeliefsMusic, Dancr, please spec
eneral, descrwing ways B
erent races ethnicities erent ions
erent al
ntations erent al classes erent nalities le with ical
bilities le with itive
bilities
f culture, wh
and Symbo
e/Transportaties or Values
ce cify _______
ribe the extenBEFORE co
Very Frequently
(Daily)
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
ApQE
hat do you co
ls
tion (person
________
nt of your inoming to coll
y Frequent(at least once a week)
[ ]
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[ ]
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50
ppendix 8EP Survey
onsider? (Ch
nal effects)
nteraction wilege (please tly Occ
(at la m
hoose all tha
ith people whchoose the a
casionally least once
month)
[ ]
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at apply)
ho are differappropriate bRarely (less than
once a month)
VerRar(lesthantwiyea
[ ]
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rent from yobox). ry rely ss n ce a
ar)
Never
[ ] [ ]
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ou in
r
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2b. In gethe follow
a) Diffeand e
b) Differeligi
c) Diffesexuaorien
d) Diffesocia
e) Diffenation
f) Peopphysidisab
g) Peopcognidisab
neral, descriwing ways W
erent races ethnicities erent ions
erent al
ntations erent al classes erent nalities le with ical
bilities le with itive
bilities
ibe the extenWHILE at D
Very Frequently
(Daily)
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
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nt of your intDSU (please
y Frequentl(at least once a week)
[ ]
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51
teraction witchoose the a
ly Occ(at la m
th people whappropriate b
casionally least once
month)
[ ]
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[ ]
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ho are differbox).
Rarely (less than
once a month)
VerRar(nomothantwiyea
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ent from you
ry rely
o re n ce a
ar)
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u in
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3
4
6
7
9
Provide aeach stat
3. DSU enccommun
4. DSU hasthat havediverse p
5. Cultural interactiprogram
6. Cultural interacticollege e
7. The cultstrongly campus.
8. Students
embraceopportun
9. It is impcolleaguracial/ethaffiliatiosexual, o
10. When redifferenc
11. I try to cwhen int
12. I can cleown cult
13. I can clecultures
14. I considecompete
a response totement.
courages intnications and
s provided me prepared mpeople and cawareness a
on are relevam.
awareness aon are relevaexperience. ure to whichis well repre
s should make varied cultunities. ortant to me
ues who are ohnic backgro
on, socio-ecoor political o
elating to othces are not h
consider otheteracting wit
early define cture.
early define tother than m
er myself to ent.
o each of the
ercultural d activities.
multiple oppome to understcultures. and intercultant to my de
and intercultant to my ov
h I associate esented on th
ke every effoural perspect
e to have frieof a differenound, religioonomic backorientation th
hers, culturalhard to overc
er points of vth others.
characteristi
the charactermy own.
be culturally
e following s
ortunities tand
tural egree
tural verall
most he DSU
ort to tives and
ends and t
ous kground, han me.
l come.
view
cs of my
ristics of
y
52
statements by
Strongly Agree
by choosing t
Agree D
the appropri
Disagree SD
iate rating fo
Strongly Disagree
I
for
I Don’t Know
15. Pleasaction.
a. Providinevents, DSU coaware adifferen
b. DSU retake genthat focand perdifferen
c. DSU reparticipexperienon issueperspecdifferen
d. DSU retake at lmajor thresearchcultural
16. Whatcommun
Takin Readi Watch Atten Writi
Partic Partic Atten
se read the fo
ng more woror programs
ommunity beand responsivnces of otherequiring all sneral educat
cuses on issurspectives onnces. equiring all spate in a firstnce programes, research, ctives on cultnces. equiring all sleast one couhat focuses oh, and perspel differences
t do you thinication on ca
ng a course ding a novel ahing a movi
nding a campng an essay
cipating in gcipating in a nding an arts
ollowing stat
rkshops, s to help the ecome more ve to the rs. students to ion courses
ues, researchn cultural
students to t year
m that focuseand
tural
students to urse in their on issues, ectives on .
nk is a good ampus? (Cho
dealing speciabout other ce
pus event focabout a cros
roup projectDSU-spons, music, dan
tements and
Improclima
conside
,
es
way to incoroose all that
ifically withcultures
cusing on muss-cultural ex
ts/presentatioored travel c
nce or perform
53
assign an ap
ove ate rably
Imcli
som
rporate cultuapply)
h cultural stu
ulticultural oxperience or
ons course mance event
ppropriate ra
mprove imate
mewhat
Nochin cli
ural studies o
udies for my
or different (r class projec
t
ating for the
o hange
imate
Worclimsom
or intercultur
major or dis
(outside of mct
result of suc
rsen mate mewhat
co
ral
scipline
my own) idea
ch an
Worsen climate nsiderably
as
17. Oversay that y
Often Some Seldo Never
18. How or intercu
Very Satisf Neutr Dissa Very
19. In wh
1st Ye 2nd Y 3rd Ye 4th Ye 5th + Y
20. Gend
Male Fema
21. Ethni
Do you i
Yes No
22. Pleasapply
Amer Asian Black Nativ White Other
all, consideryou are expo
n (3-5 times aetimes (1-2 tom (once a yr
satisfied areultural comm
satisfied fied ral atisfied dissatisfied
hat year of c
ear ear ear ear Year
der
ale
icity
dentify as H
se select the
rican Indian n k or African ve Hawaiian e r: (Please spe
ring as a grouosed to cultu
a semester) imes a seme
year)
e you with yomunication a
ollege are yo
Hispanic or L
racial catego
or Alaska N
American or Other Pac
ecify)______
up all the coural studies o
ester)
our campus at DSU? (Ma
ou?
Latino?
ory with whi
Native
cific Islande
__________
54
ourses you aror intercultur
experience/eark one)
ich you most
er
___________
re currently tral communi
environment
t closely ide
____
taking, how ication in yo
t regarding c
entify -- Cho
often wouldour class wor
cultural stud
oose all that
d you rk?
dies
23. Are y
Yes No
24. If yes
25. Fami
Less t 35,00 50,00 75,00 100,0 150,0 200,0
26a. Do y
Yes No
26b. Reli
CathoProtesHinduJewishMuslimOther
26c. My
StrongAgreeNeutraDisagrStrong
27. Do yo
Yes No
Commen
you an intern
s, please list
ly income
than 35,000 00-49,999 00-74,999 00-99,999 000-149,999 000-199,999 000 or more
you affiliate
igious affilia
lic stant u h m (please spec
religious be
gly agree e al ree gly disagree
ou live on ca
nts:
national stud
your nation
yourself wit
ation
cify)
liefs influen
ampus?
dent?
al origin ___
th a particul
ce my accep
55
__________
ar religion?
ptance of oth
_________
(if no, skip t
hers (choose
to Question
only one)
8)