Office of Multicultural Affairs
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"Sure, the students like your programs and services, but what evidence do you have that what you are doing is making a difference?" (Terenzini and Upcraft, p.217)
This quote by P. T. Terenzini and M.L. Upcraft illustrates why Longwood’s Division of Student Affairs uses learning as a critical feedback mechanism. Each department engages in a 7-step Learning Plan process to 1) define our philosophy toward learning, 2) incorporate Longwood’s six student development goals, 3) outline desired learning outcomes, 4) design activities and interactions that encourage achievement of the learning outcomes, 5) assess whether or not the learning occurred, 6) examine the results, and 7) plan future actions based on the results. Learning Plans and their outcomes also serve to provide evidence of what should be done to improve delivery and to modify planning.
Upcraft, M. L., & Schuh, J.H. (1996). Assessment in Student Affairs: A Guide for Practitioners, Jossey-Bass Publishers, San Francisco, CA.
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Final Learning Planning 2007-08
May 22, 2008
Goal 5
Interpersonal effectiveness and an appreciation of diversity and differences, so that students can establish genuine, trusting, and honorable relationships within the broad family of humanity.
1. Statement of Learning Outcome: Participants will gain awareness and knowledge of difference. The target audiences for these programs are all students that attend the programs.
2. Explanation of Activities: The office in conjunction with various campus partners will present diverse programs throughout the academic year that incorporated multicultural themes such as, Hispanic Heritage, Globalization and Pluralism Series, International Awareness Week, the Annual Martin Luther King Jr. Day Program, African American History, and the Diversity Days Celebration.
3. Explanation of the Assessment Plan: The Office will employ observation, individual feedback, and short questionnaires from the students, faculty, and participants after they have attended the specific program.
4. Results of assessment of progress toward goal: The office randomly selected participants after they left the following programs: What’s wrong with Latin America? Can Faith be Guided by reason? International Dimensions of the Environment, and A China Update, What Do I need to Know About Globalization?, For Love of God in China, and The Courage to Dissent.
The majority of participants who responded agreed or strongly agreed with the following three questions.
Also, data for both the International Dimensions of the Environment and What Do I need to Know about Globalization? surveys suggest that the more controversial the topic or the more the participants are struggling to find meaning and understanding, the lower the scores.
What’s wrong with Latin America?
Can Faith be Guided by reason?
International Dimensions of the Environment
A China Update
Professor Tomiko Brown-Nagen: The Courage to Dissent
Plunky and The Oneness Band
Professor John Peale: For Love of God in China
Nayan Chanda: What Do I need to Know About Globalization?
The following responses are samples of the range of comments made by participants to the following question: Name two things that you have learned from the programs:
5. Future plans related to assessment results: The office will continue to assess the participants and will additionally attempt to assessment both pre and post program classroom activities using a short questionnaire for the faculty who assigned their students to attend the programs. The questionnaire was developed during the 2007-08 academic year.
Goal 6:
Responsible citizenship, so that students can do their best in ways uniquely their own and are motivated to contribute to a better life for all through community participation and leadership.
1. Statement of Learning Outcome: Students will gain knowledge and awareness of each other’s cultures.
2. Explanation of Activities: The Director will advise the International Buddy Program participants and the University International Student community, both exchange (short-term) and matriculated (four year). Additional, the Office will sponsor and identify various programs periodically that both groups of students attend together.
3. Explanation of the Assessment Plan: The Office will employ observation, feedback, and questionnaires for the students (international and domestic) and program staff, (Roommates and Buddies) and RAs
4. Results of assessment of progress toward goal: The following “learning centered” questions were asked of the roommates of the International students and to Longwood students that participated in the International Buddy Program.
There were a small numbers of responses. However, most of the International Student Buddies and roommates (verbal comments) of international students felt that they had learned something about the others culture and about themselves.
When we asked both the European and Chinese Study Abroad students what they had learned from their interactions with American students and about American culture, there were many insightful and humorous responses. Comments from both international student groups reflect stereotypes and perceptions based on their personal interactions with American students and persons from the community.
Here is a sample of what they had to say about their American experience
What has the International Roommate Program taught you about foreign cultures and about your own culture?
What has the International Buddy Program taught you about foreign cultures and about your own culture?
International Student Exit Questionnaire: What have you learned about American culture?
European Students
Chinese Students
Program Staff
The office employs several student assistants to accomplish its mission. These students work with both International and American students. At the end of the year, I sat down with these students and ask them to reflect on the year. Specifically, I ask them what they had learned from their interactions with both groups of students. The following bullets summarize comments regarding what they had learned.
5. Future plans related to assessment results: The Office will continue to assess the interactions and learning outcomes for the American and International students. Additionally, the office will try to increase the response rates for both roommates and International Buddies. I will develop a short survey to better assess all of the student assistants during the summer.
Final 2007-08 Learning Plans
Final Learning Plan Outcomes 2006-07
May 24, 2007
Goal 5
Interpersonal effectiveness and an appreciation of diversity and differences, so that students can establish genuine, trusting, and honorable relationships within the broad family of humanity.
A survey of faculty who sent their students to these events was incomplete. However, preliminary feedback indicates that their students gained new and additional information from attending the events. Additionally, if we consider attendance as a measure of success, the numbers would also suggest that the programs were successful and had learning value to the University community. The primary venue for all programs was Wygal Auditorium where the seating capacity is 198 seats. However, participants had to use the aisles for additional seating/standing room for the programs.
Final Program Outcomes:
Over 891 people attended the Globalization and Religious Pluralism Series this year. Our keynote speaker, Dr. Charles Kimball, spoke to a full house on “When Religion Becomes Evil”. This program was held in Wygal Auditorium on March 20, 2007.
The Martin Luther King Jr. program, with Daryl Davis had an attendance of over 900 students. The feedback from the faculty, staff, and students indicated that the presenter had provided new information and a different way of thinking about the topic. Several faculty members had their students discuss the content of the program and complete additional classroom assignments.
The African American History program, with Psyche Williams was well attended and more than 90 % of the participants indicated that they had learned new information and 95 % stated that the information provided them with a different way of thinking about the subject.
Globalization and Pluralism Series Data
Surveys were distributed after every program. Below is a summary of the responses:
Sample Comments from participants: Name one thing that you learned from attending the program.
The Current Immigration Debate
Navigating Religious Pluralism
International Awareness Week: India and the United States
Women Navigating Religious Pluralism
When Religion Becomes Evil
Goal 6: Responsible citizenship, so that students can do their best in ways uniquely their own and are motivated to contribute to a better life for all through community participation and leadership.
1) Program and Student Assistant’s Questionnaire: The Program (American) and Student Assistants (Chinese) working with both the Chinese and other international students were asked if they had learned something about cultures other than their own, which they responded yes. They were also asked if they learned something about their own cultural, which they responded yes.
Category of response:
2) RA Questionnaire: The RAs were asked if their training adequately prepared them to present diversity programs. 15 of 46 RAs said the training was adequate. 25 RAs responded in the neutral category and 5 responded that they strongly agreed.
The RAs were asked if they have an operational definition of diversity. 28 out of 46 RAs felt they had an operational definition on Diversity, 10 were neutral and 5 felt they did not.
3) International Student Exit Focus Group Verbal Questions: The questionnaire that was administered to the English, French, and the Chinese students did not include the learning questions. Consequently there are no written responses pertaining to what they learned. However, during the exit interviews with the French, English, and Chinese students, questions related to what was learned were asked and the following best represents their comments.
Additionally, the office will have the services of a psychology intern, who will work on a research project that examines attitudes of both International and American student toward each other
Examples of questions to be included in the International Exit Survey
Final Learning Plan 2006-07
Office of Multicultural Affairs, Learning Planning 2005-06
Final Report, June 12, 2006
Goal 5
1. Interpersonal effectiveness and an appreciation of diversity and differences, so that students can establish genuine, trusting, and honorable relationships within the broad family of humanity.
Activities: The office in conjunction with various campus partners have presented diverse programs throughout the academic year that incorporated diverse themes such as, Hispanic Heritage, International Awareness Week, Festival of Lights, The Annual Martin Luther King Jr. Day Program, African American History, and Diversity Days .
Learning Objectives: Participants will gain awareness and knowledge of difference
Assessment Tools Used: Employing observation, individual feedback, and short questionnaires from the students and participants.
Assessment Results: The outcomes indicate that those who responded (N=77) to the questions regarding their attitude, knowledge, and learning reported (by checking, circling, and or verbal responses that they strongly agree) that their attitude, knowledge, or understanding had changed (N=75 or 98%) after attending the program.
Note: N=77 represent a sample of those who attended the programs
Faculty and staff who attended the programs indicated (by giving verbal feedback) that subject matter added new informational and perspectives to the topic.
The Longwood Citizen’s Pledge to Fight Bigotry, and Intolerance (Martin Luther King Program 1/19/206)
Base on my observations and the observations of others, there were some students whose attitudes, knowledge, or understanding had changed from their attendance.
A student Learning Outcome question was added to the survey for Spring 2006.
What one thing did you learn from attending this program?
Here are some of the responses (from two programs) to the question:
Future Plans: The Office will continue to develop programs that present information in different formats and offer new perspectives on diversity. The office will modify how it uses email in order to obtain a better response rate to the learning questions.
A specific questionnaire for faculty members who send their students to the programs and a modified survey form for the attendees including their name (printed), email, and class/faculty member will be developed to capture better information and increase the response rate of students.
Student’s hand writing was illegible and they often gave inaccurate addresses or no Longwood email. Additionally, students have not responded promptly to the questionnaire.
What things did you learn from the program will be added to all surveys for the next academic year.
Goal 6:
2. Responsible citizenship, so that students can do their best in ways uniquely their own and are motivated to contribute to a better life for all through community participation and leadership.
Activity: The Director will advise and consult with the International Buddy Program, International students, and the International Studies Hall.
Learning Objectives: Students will gain knowledge or awareness of each others cultures.
Assessment Tools Used: Employing observation, feedback, and questionnaires for student participants (international and domestic) and program staff, (roommates and Buddies).
Assessment Results:
International Students: French and English
The outcomes indicate that those who responded (N=17) to the questions regarding learning about the others culture, gaining new information, and increasing their understanding of each others culture reported (by checking, circling, and or verbal responses that they strongly agree) that they had changed their opinions, learned something new, and increased their understanding of each others culture. (N=9 or 53%)
N=2-5 (average of 3.5) 20% of this group were unsure if they gained new information and increased their understanding of each others culture
N=3-6 (average of 4.5) or 26 % responded that they did not gain any new information and did not increase their understanding of each others culture
What one thing did you learn from your interactions with students from another culture?
Here are some of the responses to the question:
International Students: Chinese
The outcomes indicate that those who responded (N=14) to the questions regarding learning about each others culture, gaining new information, and increasing their understanding of each others culture reported (by checking, circling, and or verbal responses that they strongly agree) that they had changed their opinions, learned something new, and increased their understanding of each others culture. (N=13.5 or 96%)
What one thing did you learn from your interactions with students from another culture?
Here are some of the responses to the question:
International Buddy Program Participants and American Roommates
The participants in the Buddy Program and the American roommates of the international students were telephoned for their feedback. Both groups felt that they had positive learning experiences and they wanted to continue during the next academic term.
I observed positive interactions with the Buddies during the trips to Washington, DC, Virginia Commonwealth University Intercultural Festival and Virginia Beach.
Program Staff:
Verbal feedback from the two Program Assistants felt that they had learned a great deal from working with both the Chinese and the American Buddies.
Future Plans: I will develop a survey form for both groups (Buddies and roommates) to ascertain what they have learned for their experiences with the international students.
2004-05 Learning Plan:Final Summary
a) The Office of Multicultural Affairs has contributed to the development of a broad body of knowledge in the Liberal Arts and Sciences by presenting diverse programs and themes such as,
Fall 2004: Hispanic Awareness Symposium and International Awareness Week Celebration, the Festival of Lights Program, and the Annual Martin Luther King Jr. Symposium.
Spring 2005: African American History Symposium, Diversity Days VI, Vagina Monologues, and Women’s History Month
b) Employing observation, random sampling of attendees and verbal feedback from both faculty and staff to assess the outcome.
c) The outcomes indicate that more than half of those surveyed (student, staff and faculty) indicated (by checking or circling the strongly agree category) that their attitude, knowledge, or understanding had changed after attending the program.
d) All programs are collaborative in nature and have a faculty, staff and or student sponsor.
Example of Questions:
e) The office will continue to present diverse programs and topics in the classroom and on campus at large
Conclusion: The Office struggles with finding the most appropriate instrument to assess learning for it’s’ speakers and programs. Participants begin leaving the programs before evaluations were solicited and they rush out after the speaker’s last words. Most participants do not realized that the information presented has or will have value to their lives. Consequently, the measure of “learning” is not reflected by the student comments. An appropriate evaluation should allow time for the students to reflected on the subject matter.
Although the themes presented represent various aspects of diversity, the University could benefit for more intentional efforts, by various stakeholders, to engage and involve the broader student community.
a) The office contributed to the development of specialized knowledge by making 6 class presentations, in different Longwood seminar classes, during the fall on, “What is Diversity? and Who is Diverse?
b) Employing observation, classroom feedback from both the faculty and the students to assess their appreciation and awareness of difference.
c) The outcomes indicate that more than half of those responding (by verbal response) that their attitude, knowledge, or understanding had changed or that they will view the subject differently in the future, after attending the program.
Example of Questions:
d) The office will continue to present diverse topics in the Longwood Seminar classroom during Fall 05.
Conclusion: Most participants stated that the information presented added new information to their knowledge base. Also, participant felt that they would look at the issues differently after attending the presentation.
Most participants do not realized that the information presented has or will have value to their lives. Consequently, the measure of “learning” is not reflected by student comments. An appropriate evaluation should allow time for the students to reflect on the subject matter.
The value of the presentations, to first-year students, is important for several reasons. The first is that it provides the context for diversity in a University setting. Secondly, the presentation introduces the responsibilities of citizen leaders in a democracy, and reinforces the Student Code Conduct.
a) The office has contributed to interpersonal effectiveness and the appreciation of diversity by presenting diverse programs to the campus community, serving as a visible role model, and by actively including diverse elements in all programs and activities.
b) Employing observation and feedback from the faculty, staff, and the RAs.
Conclusion: 39% or N22 of the Resident Assistant responded to the survey. The office is not satisfied with the response rate of the RAs. However it does offer a snapshot related to the RA’s understanding and programming behavior related to diversity. This survey is not the best instrument to measure learning. However, it does show patterns of behavior and the type of issues facing the residential community.
Learning Outcome Finding
c) The office will continue to present diverse programs to the campus community, serve as a role model, and actively include diverse elements in all programs and activities.
Conclusion: A majority of faculty and Staff that I have collaborated with during the year stated that:
Both faculty and staff believe that programming does increase awareness and the appreciation of difference. The respondents also felt that a more appropriate evaluation should allow time for student reflection.
a) The Office of Multicultural Affairs and International Student Services has contributed to developing responsible citizens by participating in the meetings of the Community Advocacy Alliance (CAA), serving as an advisor to the International Studies Hall. Additionally, I serve as advisor to three groups of International students. Note: The Multicultural Advisory Committee has not met as a group. However, its members have participated in the meetings of the CAA.
b) The efforts will be evaluated by observation and a peer questionnaire.
c) The survey will be administered in spring 05.
Example of Questions:
Community Advocacy Alliance
Conclusion: There were not enough participants (students) who meet regularly enough to assess their attitudes. The organization struggled all year to find its self and the role it would play on campus.
Conclusion: The majority of students felt that their exposure and interaction with the international students increased their understanding and appreciation of international culture. The office sponsored many opportunities for interaction between domestic students and international students. As observed, the interaction resulted in the exchange of information about each others culture and friendships that lasted beyond the University.
International Student Groups
Matriculated-4yr, Spring Exchange, and special initiatives-the Chinese
I will continue to participate and model good citizenship in the learning opportunities stated above.
Conclusion: All International students reported that
For data on the Student Development Goals, Multicultural Affairs, please go to http//www.longwood.edu/assessment/SDG_Diversity.htm