Journalism students earn ‘College Emmy’ for timely piece on climate change in Brazil
| Content | Goals | Exceeds | Meets | Does not meet | N/A | Comments |
|---|---|---|---|---|---|---|
| Courses must meet or exceeds expectations for a minimum of THREE of the following options. | ||||||
| Identifies discipline-specific equity, social justice, and inclusion learning objectives. | ||||||
| Content addresses issues or concerns related to diversity, equity, or social justice in the United States. | ||||||
| Assigns readings that represent diverse social and cultural voices and perspectives. | ||||||
| Instructor makes an effort to historically and socially contextualize material, especially when relevant to concerns of diversity, equity, or social justice and equity | ||||||
| Historicizes and contextualizes historical events from an inclusive perspective that reveals the contributions of various members of the society. | ||||||
| Explores viewpoints that question power relationships or longstanding conventional wisdom within the discipline. | ||||||
| Addresses the concerns of diverse groups. | ||||||
| Examines or approaches discipline-specific questions or problems from multiple social or cultural perspectives. | ||||||
| Pedagogy & Climate | Courses must meet or exceed expectations for a minimum of THREE of the following options. | |||||
| Use of inclusive language (e.g., gender inclusive ‘firefighter versus gendered ‘fireman’; they/them/their rather than she/he). | ||||||
| Collaboration with students to develop guidelines for safe and respectful classroom behavior. | ||||||
| Use of examples that challenge, rather than reinforce stereotypes and power relationships. | ||||||
| Utilization of a variety of instructional strategies, including cooperative learning. | ||||||
| Utilization of a variety of assessment strategies, providing an awareness of different learning styles. | ||||||
| Faculty conscious of their own cultural and social identity (including power and privilege) and consideration of its significance for teaching and interacting with students who are differently situated. | ||||||
| Avoid using students who may seem to be part of a particular group as representatives of that group, in classroom presentations and discussions. | ||||||
| Incorporation of diverse teams in projects, teamwork, senior capstone design and field projects. | ||||||
| Authentic Community/ Outreach Engagement | Note: Recommended only when appropriate for a course | |||||
| Community service opportunity | ||||||
| Engagement with countering intersectional injustices; providing methods for student activism. | ||||||
| Engagement with restructuring social contexts; providing methods for challenging the institutional forms of injustice. | ||||||
| Incorporation of community outreach components into the course. |