AAOT Cultural Literacy Working Session

1. AAOT Cultural Literacy Working Session January 30, 2009 Mt. Hood Community College Facilitated by Barbara Bessey, Linn-Benton Community College barbara.bessey@linnbenton.edu

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

3. Today’s Goal By 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 statement • A list of criteria for courses which meet that standard • Some examples of how learners might demonstrate mastery of cultural literacy.

4. How We’ll Get There

5. What is “Cultural Literacy?” Affinity Process Steps • Throughout 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.

6. Drafting the Outcomes and Course Criteria Round 1 – Draft Learner Outcomes. Using flip charts: • Clarify/agree on definitions of terms • Write 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 group • Describe 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.

7. Some Useful Definitions Outcomesare 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. 

8. Envisioning Outcomes 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, college)?” Used with permission: The OUTCOMES Primer: Reconstructing the College Curriculum. Dr. Ruth Stiehl and Les Lewchuk . 2002. The Learning Organization

9. Defining Course Criteria Framing 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

10. Examples of Demonstrations of Mastery Framing 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

11. Definitions of Cultural Literacy* Cultural literacy is: • the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one’s 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)

12. First Draft of Outcome Areas As a result of completion of designated courses, learners should be able to: • Demonstrate an understanding of how cultural variables impact effective intercultural communication • Effectively communicatewithin 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 one’s 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

13. Second Draft of Outcome Statement As a result of completion of designated 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.

14. First Draft of Course Criteria A course which fulfills the “cultural literacy” requirement should: • Examine ways in which discrimination arises from socially defined meanings attributed to difference • Examine 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

15. Demonstrations of Mastery Ways in which learners can demonstration mastery of cultural literacy skills include: • We didn’t get this far. This work will be drafted by the sub-team and circulated along with outcomes and criteria to all participants

16. Next Steps • Convene sub-team to further refine outcome statement and write course criteria • Amy Harper – Central Oregon CC • Callie Palmer – Linn-Benton CC • David Wright – Mt. Hood CC • Doug Radke – Blue Mt. CC • James Harrison – Portland CC • Javier Ayala – Umpqua CC • Keely Baca – Tillamook Bay CC • Patricia Antoine – Chemeketa CC • Susie Cousar – Lane CC • Susan Lewis – Columbia Gorge CC

17. Appendix Attachment 1: Cultural Literacy Rubric. The Metiri Group in cooperation with NCREL Attachment 2: Cultural Literacy Outcomes – Raw Data