AAOT Cultural Literacy AAOT Cultural Literacy Working SessionWorking Session

January 30, 2009January 30, 2009Mt. Hood Community CollegMt. Hood Community College

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

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

Today’s GoalToday’s Goal

By the end of today we will: By the end of today we will: Agree upon and articulate learner outcomes and Agree upon and articulate learner outcomes and

course criteria defining requirements for “cultural course criteria defining requirements for “cultural literacy” which be included in the AAOT Degree literacy” which be included in the AAOT Degree Guidelines as per Senate Bill 342.Guidelines as per Senate Bill 342.

By producing:By producing:• A performance-based learner outcome statementA performance-based learner outcome statement• A list of criteria for courses which meet that standardA list of criteria for courses which meet that standard• Some examples of how learners might demonstrate Some examples of how learners might demonstrate

mastery of cultural literacy.mastery of cultural literacy.

How We’ll Get ThereHow We’ll Get There

What is “Cultural Literacy?” What is “Cultural Literacy?” Affinity Process StepsAffinity Process Steps1.1. Throughout college presentations and Throughout college presentations and

brainstorming discussion, capture the brainstorming discussion, capture the “elements” of cultural literacy; one per post-“elements” of cultural literacy; one per post-it. it.

2.2. Post all pages on the wall in random order.Post all pages on the wall in random order.3.3. Cluster “like” elements together.Cluster “like” elements together.4.4. Review clusters and address out-liers. Review clusters and address out-liers. 5.5. Name clusters.Name clusters.

Drafting the Outcomes Drafting the Outcomes and Course Criteriaand Course CriteriaRound 1 – Draft Learner Outcomes. Round 1 – Draft Learner Outcomes. Using flip charts:Using flip charts:

1.1. Clarify/agree on definitions of termsClarify/agree on definitions of terms2.2. Write a short phrase (4-5 words) describing Write a short phrase (4-5 words) describing what a learner will be able to what a learner will be able to

dodo (in the “rest of the world”) as a result of having mastered this element of (in the “rest of the world”) as a result of having mastered this element of cultural literacy.cultural literacy.

Round 2 – Draft Course Criteria.Round 2 – Draft Course Criteria. Groups rotate to next table. Groups rotate to next table. 1.1. Review/edit learner outcome statement written by the previous groupReview/edit learner outcome statement written by the previous group2.2. Describe what a course would Describe what a course would teach or requireteach or require so that it enables a learner so that it enables a learner

to achieve the outcomes.to achieve the outcomes.

Round 3 – Brainstorm examples Round 3 – Brainstorm examples of projects, assignments or other of projects, assignments or other means through which a student could demonstrate their mastery in the means through which a student could demonstrate their mastery in the classroom. Groups rotate to the next table.classroom. Groups rotate to the next table.

1.1. Review/edit Learner Outcomes and Course Criteria from previous groups. Review/edit Learner Outcomes and Course Criteria from previous groups. 2.2. Compile a list of what students might do Compile a list of what students might do in their courseworkin their coursework to to

demonstrate their mastery of the outcomes.demonstrate their mastery of the outcomes.

Some Useful DefinitionsSome Useful Definitions

OutcomesOutcomes are broad, and describe what a student are broad, and describe what a student should be able to should be able to DODO in relation to the “rest of life” in relation to the “rest of life” (or outside the classroom). Keep in mind the (or outside the classroom). Keep in mind the habits habits of mindof mind, , skillsskills, or , or insightinsights students will need to s students will need to acquire from courses emphasizing “cultural literacy.” acquire from courses emphasizing “cultural literacy.”

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

Envisioning OutcomesEnvisioning Outcomes

Framing Question: “What is it our students need to be able to do ‘out Framing Question: “What is it our students need to be able to do ‘out there’ (ROL) that we are responsible for ‘in here’ (course, program, there’ (ROL) that we are responsible for ‘in here’ (course, program, college)?”college)?”

Used with permission: The OUTCOMES Primer: Reconstructing the College Curriculum. Dr. Ruth Stiehl and Les Lewchuk . 2002. The Used with permission: The OUTCOMES Primer: Reconstructing the College Curriculum. Dr. Ruth Stiehl and Les Lewchuk . 2002. The Learning OrganizationLearning Organization

Defining Course CriteriaDefining Course Criteria

Framing Question: “What do our students need to understand in Framing Question: “What do our students need to understand in order to demonstrate the desired outcomes?”order to demonstrate the desired outcomes?”

Used with permission: The OUTCOMES Primer: Reconstructing the College Curriculum. Dr. Ruth Stiehl and Les Lewchuk . 2002. The Used with permission: The OUTCOMES Primer: Reconstructing the College Curriculum. Dr. Ruth Stiehl and Les Lewchuk . 2002. The Learning OrganizationLearning Organization

Examples of Demonstrations of MasteryExamples of Demonstrations of Mastery

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

Definitions of Cultural Literacy* Definitions of Cultural Literacy*

Cultural literacy is:Cultural literacy is:• the ability to understand and appreciate the the ability to understand and appreciate the

similarities and differences in the customs, similarities and differences in the customs, values, and beliefs of one’s own culture the values, and beliefs of one’s own culture the cultures of others.cultures of others.

• the ability to comprehend the complex and the ability to comprehend the complex and changing nature of culture and use that changing nature of culture and use that knowledge to recognize the systems that knowledge to recognize the systems that contribute to injustice in the worldcontribute to injustice in the world

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

First Draft of Outcome AreasFirst Draft of Outcome AreasAs a result of completion of designated courses, learners should be able to:As a result of completion of designated courses, learners should be able to:

– Demonstrate an understanding of how cultural variables impact effective Demonstrate an understanding of how cultural variables impact effective intercultural communicationintercultural communication

– Effectively Effectively communicatecommunicate within and across cultures within and across cultures in a way that respects in a way that respects cultural similarities and differencescultural similarities and differences

– Critically examine the impact of their Critically examine the impact of their own cultural filtersown cultural filters on social interaction on social interaction– Use understanding of cultural differences to Use understanding of cultural differences to work effectively within diverse work effectively within diverse

groupsgroups– Comprehend and empathize with diverse and complex customs, values and Comprehend and empathize with diverse and complex customs, values and

beliefs of one’s culture and the culture of others and how they change over beliefs of one’s culture and the culture of others and how they change over time.time.

– Articulate the Articulate the historical bases and evolution of diverse cultural idehistorical bases and evolution of diverse cultural ideas, as, behaviors and issues; and empathize and empower individuals to behaviors and issues; and empathize and empower individuals to impact impact inequity through knowledgeinequity through knowledge of how discrimination arises from culturally of how discrimination arises from culturally defined meanings attributed to differencesdefined meanings attributed to differences

Second Draft of Outcome StatementSecond Draft of Outcome Statement

As a result of completion of designated As a result of completion of designated courses, learners should be able to:courses, learners should be able to:– Identify one’s own and other’s cultural filters– Interact effectively with people of different

cultural perspectives (identities)– Demonstrate an understanding of social

constructs in terms of power relationships– Put diversity issues in their historic context,

demonstrating how social issues evolve over time.

First Draft of Course First Draft of Course CriteriaCriteriaA course which fulfills the “cultural literacy” requirement A course which fulfills the “cultural literacy” requirement

should:should:– Examine ways in which discrimination arises from socially Examine ways in which discrimination arises from socially

defined meanings attributed to differencedefined meanings attributed to difference– Examine and provide historical and contemporary examples of Examine and provide historical and contemporary examples of

difference related to power and discrimination across cultural difference related to power and discrimination across cultural economic, social and political institutions .economic, social and political institutions .

– Examine ways in which individuals may participate Examine ways in which individuals may participate thoughtfully and responsibility within cultural and/or social thoughtfully and responsibility within cultural and/or social systems.systems.

– Examine the distribution of power within societies.Examine the distribution of power within societies.– Make sure our work is inclusive of other culturesMake sure our work is inclusive of other cultures

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

Demonstrations of MasteryDemonstrations of Mastery

Ways in which learners can demonstration Ways in which learners can demonstration mastery of cultural literacy skills include:mastery of cultural literacy skills include:– We didn’t get this far. This work will be drafted We didn’t get this far. This work will be drafted

by the sub-team and circulated along with by the sub-team and circulated along with outcomes and criteria to all participantsoutcomes and criteria to all participants

– – – – – –

Next StepsNext Steps

1.1. Convene sub-team to further refine outcome Convene sub-team to further refine outcome statement and write course criteriastatement and write course criteria– Amy Harper – Central Oregon CCAmy Harper – Central Oregon CC– Callie Palmer – Linn-Benton CCCallie Palmer – Linn-Benton CC– David Wright – Mt. Hood CCDavid Wright – Mt. Hood CC– Doug Radke – Blue Mt. CCDoug Radke – Blue Mt. CC– James Harrison – Portland CCJames Harrison – Portland CC– Javier Ayala – Umpqua CCJavier Ayala – Umpqua CC– Keely Baca – Tillamook Bay CCKeely Baca – Tillamook Bay CC– Patricia Antoine – Chemeketa CCPatricia Antoine – Chemeketa CC– Susie Cousar – Lane CCSusie Cousar – Lane CC– Susan Lewis – Columbia Gorge CCSusan Lewis – Columbia Gorge CC

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

Attachment 2: Cultural Literacy Outcomes – Raw Data

Cultural Literacy Rubric

Cultural Literacy Outcomes - Raw Data