aaot cultural literacy working session

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AAOT Cultural Literacy Working Session. January 30, 2009 Mt. Hood Community Colleg e Facilitated by Barbara Bessey, Linn-Benton Community College barbara.bessey@linnbenton.edu. Why are we here? Who are we working for today?. Todays Goal. By the end of today we will: - PowerPoint PPT Presentation


  • AAOT Cultural Literacy Working SessionJanuary 30, 2009Mt. Hood Community College

    Facilitated by Barbara Bessey, Linn-Benton Community Collegebarbara.bessey@linnbenton.edu

  • Why are we here? Who are we working for today?

  • Todays GoalBy the end of today we will: Agree upon and articulate learner outcomes and course criteria defining requirements for cultural literacy which be included in the AAOT Degree Guidelines as per Senate Bill 342.By producing:A performance-based learner outcome statementA list of criteria for courses which meet that standardSome examples of how learners might demonstrate mastery of cultural literacy.

  • How Well Get There

  • What is Cultural Literacy? Affinity Process StepsThroughout college presentations and brainstorming discussion, capture the elements of cultural literacy; one per post-it. Post all pages on the wall in random order.Cluster like elements together.Review clusters and address out-liers. Name clusters.

  • Drafting the Outcomes and Course CriteriaRound 1 Draft Learner Outcomes. Using flip charts:Clarify/agree on definitions of termsWrite a short phrase (4-5 words) describing what a learner will be able to do (in the rest of the world) as a result of having mastered this element of cultural literacy.

    Round 2 Draft Course Criteria. Groups rotate to next table. Review/edit learner outcome statement written by the previous groupDescribe what a course would teach or require so that it enables a learner to achieve the outcomes.

    Round 3 Brainstorm examples of projects, assignments or other means through which a student could demonstrate their mastery in the classroom. Groups rotate to the next table.Review/edit Learner Outcomes and Course Criteria from previous groups. Compile a list of what students might do in their coursework to demonstrate their mastery of the outcomes.

  • Some Useful Definitions

    Outcomes are broad, and describe what a student should be able to DO in relation to the rest of life (or outside the classroom). Keep in mind the habits of mind, skills, or insights students will need to acquire from courses emphasizing cultural literacy.

    Course Criteria are also broad and aim to identify the characteristics of courses that have the best chance of producing the desired cultural literacy outcomes for students.

  • Envisioning OutcomesFraming Question: What is it our students need to be able to do out there (ROL) that we are responsible for in here (course, program, college)?Used with permission: The OUTCOMES Primer: Reconstructing the College Curriculum. Dr. Ruth Stiehl and Les Lewchuk . 2002. The Learning Organization

  • Defining Course CriteriaFraming Question: What do our students need to understand in order to demonstrate the desired outcomes?Used with permission: The OUTCOMES Primer: Reconstructing the College Curriculum. Dr. Ruth Stiehl and Les Lewchuk . 2002. The Learning Organization

  • Examples of Demonstrations of MasteryFraming Question: What can our students do in here that predicts their mastery of the outcomes out there(ROL)?Used with permission: The OUTCOMES Primer: Reconstructing the College Curriculum. Dr. Ruth Stiehl and Les Lewchuk . 2002. The Learning Organization

  • Definitions of Cultural Literacy*

    Cultural literacy is: the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of ones own culture the cultures of others.the ability to comprehend the complex and changing nature of culture and use that knowledge to recognize the systems that contribute to injustice in the world

    Source: Cultural Literacy. The Metiri Group in cooperation with NCREL (see attachment in Appendix)

  • First Draft of Outcome AreasAs a result of completion of designated courses, learners should be able to: Demonstrate an understanding of how cultural variables impact effective intercultural communication Effectively communicate within and across cultures in a way that respects cultural similarities and differences Critically examine the impact of their own cultural filters on social interaction Use understanding of cultural differences to work effectively within diverse groups Comprehend and empathize with diverse and complex customs, values and beliefs of ones culture and the culture of others and how they change over time.Articulate the historical bases and evolution of diverse cultural ideas, behaviors and issues; and empathize and empower individuals to impact inequity through knowledge of how discrimination arises from culturally defined meanings attributed to differences

  • Second Draft of Outcome StatementAs a result of completion of designated courses, learners should be able to:Identify ones own and others cultural filtersInteract effectively with people of different cultural perspectives (identities)Demonstrate an understanding of social constructs in terms of power relationshipsPut diversity issues in their historic context, demonstrating how social issues evolve over time.

  • First Draft of Course CriteriaA course which fulfills the cultural literacy requirement should:Examine ways in which discrimination arises from socially defined meanings attributed to differenceExamine and provide historical and contemporary examples of difference related to power and discrimination across cultural economic, social and political institutions . Examine ways in which individuals may participate thoughtfully and responsibility within cultural and/or social systems. Examine the distribution of power within societies.Make sure our work is inclusive of other cultures

    See Attachment 2: Cultural Literacy Outcomes Raw Data in the Appendix

  • Demonstrations of MasteryWays in which learners can demonstration mastery of cultural literacy skills include: We didnt get this far. This work will be drafted by the sub-team and circulated along with outcomes and criteria to all participants

  • Next StepsConvene sub-team to further refine outcome statement and write course criteriaAmy Harper Central Oregon CCCallie Palmer Linn-Benton CCDavid Wright Mt. Hood CCDoug Radke Blue Mt. CCJames Harrison Portland CCJavier Ayala Umpqua CCKeely Baca Tillamook Bay CCPatricia Antoine Chemeketa CCSusie Cousar Lane CCSusan Lewis Columbia Gorge CC

  • AppendixAttachment 1: Cultural Literacy Rubric. The Metiri Group in cooperation with NCREL

    Attachment 2: Cultural Literacy Outcomes Raw Data



    Culturally literacy is the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of ones own culture the cultures of others.


    No culture can live, if it attempts to be exclusive.

    -Mahatma Gandhi as cited on http://www.chesco.com/~artman/gandhi.html Accessed 11-26-01.


    Importance in the Digital Age:

    As citizens of one of the most diverse nations in the world, it has been particularly important that Americans be sensitive to the role that culture plays in the behaviors, beliefs, and values of themselves and others. The advent of new communications technology only makes this sensitivity more imperative. Within the virtual worlds of e-mail, chat rooms, virtual classrooms, and even multi-player gaming environments, individuals from cultures and societies around the globe are interacting with a frequency that was unimaginable even a decade ago.

    In order to work cooperatively with individuals from vastly different backgrounds, students must appreciate and understand the beliefs and values that drive them. These qualities must reflect a notion of cultural literacy that is broader than it has been in the past: first, it must be sensitive to the many sub-cultures that exist within the larger American society; second, it must include newly developing technological cultures such as virtual workspaces, and chat-room environments; and third, it must recognize the evolutionary nature of culture and the impact that technology had had and will continue to have on cultures worldwide.

    Understanding other cultures has two notable benefits: 1) it multiplies our access to practices, ideas, and people that can make positive contributions to our own society; and 2) it helps us understand ourselves more deeply. By understanding a range of alternatives, we become aware of our own implicit beliefs beliefs so deeply imbedded that we routinely take them for granted (Stigler, Gallimore and Hiebert, 2000).

    Profile of a Culturally Literate Student:

    Culturally literate students are knowledgeable and appreciative of the way that culture and history their own as well as those of others impact behaviors, beliefs, and relationships in a multicultural world. Such students:

    understand that culture impacts their behavior and beliefs, and the behavior and beliefs of others.

    are aware of specific cultural beliefs, values, and sensibilities that might affect the way that they and others think or behave.

    appreciate and accept diverse beliefs, appearances, and lifestyles.

    are aware that historical knowledge is constructed, and is therefore shaped by personal, political, and social forces.

    know the history of both mainstream and non-mainstream American cultures, and understand that these histories have an impact today.

    are able to take the perspective of non-mainstream groups when learning about historical events.

    know about major historical events of other nations and understands that these events impact behaviors, beliefs, as well as relationships with others.

    are aware of the similarities between groups of different cultural backgrou