The equity, diversity and inclusion learning outcomes for Champlain College students you will find listed below were created by representatives from various college committees: Professional Development, Multicultural Affairs, Curriculum, College Competencies and Academic Affairs. We also had input from the Office for International Education. (The list of contributors can be found below.)

These learning outcomes are meant to be suggestions. They are flexible and may be “tailored” for each faculty member’s own needs and classroom situation. Hopefully, as we work with these learning outcomes, they will help to shape a shared community understanding of diversity, inclusion and equity, but we are currently at an earlier stage in that process.

These learning outcomes are fairly high level. Again, as we work with them (for those of us who choose to do so) we will continue to unpack them, work to make them more concrete and more specifically assessable. In a future iteration of this document, we will also need to create a “glossary” to accompany the (eventual) learning outcomes so that we can all have shared definitions for many of these complex and ambiguous terms.

Diversity, Equity and Inclusion Learning Outcomes

In terms of “diversity”, “inclusion” and “equity”, Champlain College graduates should be able to:

Perspective-taking

Demonstrate openness to new perspectives and diverse others
Evaluate diverse perspectives, and navigate the ambiguity and complexity that comes with multiple perspectives
Reassess one’s own personal perspective when appropriate, a process that frequently requires courage and/or humility
Listen while withholding judgement about the new or unfamiliar

Communication

Seek points of connection and interact substantively with those who are different from oneself
Demonstrate communication skills that enable intercultural communication, including effective listening skills
Interact respectfully and appropriately in a variety of cultural contexts

Collaboration

Harness the power of diversity (through “Perspective Taking” and “Communication”) as a source for creativity, innovation and/or productive collaboration
Demonstrate professionalism by working inclusively and co-creating an environment where each perspective is considered for the cooperative purpose of making progress toward common goals

Cultural knowledge and self-awareness

Describe various elements inherent to one’s own culture and to other cultures: history, values, politics, communication styles, economy, beliefs, practices, etc.
Interpret phenomena within a cultural context
Recognize and critically reflect upon one’s own cultural biases
In appropriate situations, consider that some of the norms and practices one espouses and treats as “universal” might actually be culturally dependent
Interrogate structures of power and institutions from the standpoint of cultural inheritance

Contributors

These outcomes were produced through the collaborative efforts of the following individuals, and the various committees/offices they represented in 2017-18:

Wei Chen, Curriculum Committee

Emily Crist, Professional Development Committee

Kelly Thomas, Professional Development Committee

Rowshan Nemazee Multicultural Affairs Committee

Sean Leahy, Academic Affairs Committee

Ellen Zeman, College Competencies Committee

Noah Goldblatt, Office for International Education

Eric Ronis, Special Asst. to the Provost for D&I in Academics