Equity, Diversity, and Inclusion
The Equity, Diversity, and Inclusion (EDI) competency area includes the knowledge, skills, and attitudes needed to create learning environments that are enriched with diverse views and people. It is also designed to create an institutional ethos that accepts and celebrates differences among people, helping to free them of any misconceptions and prejudices. [1]
One activity that has helped develop a proficient level of competency in equity, diversity, and inclusion has been participating in and completing the CSP 6035: Multicultural Competence course. This course, from which I've included all three reflective papers, helped to develop significant levels of knowledge, skills, and awareness. Through the readings, conversations, and reflections, I experienced a noticeable change in the integration of inclusion and cultural awareness in my internships, as well as my holistic being. One specific example of incorporating multicultural competence into my internship was by updating the various presentations and documents distributed by the Explorations/Study Abroad office at Baldwin Wallace University, specifically updating language to reflect inclusiveness and intersectionality of identities while abroad.
Through the course, I came to realize that developing multicultural competence truly is a life-long process, and that going about developing competencies in a positive, open, and professional manner will bring about greater personal development and growth. I came to realize that I must continue to reflect on my own experiences, continue to acquire knowledge, develop awareness, and practice skills. As a gatekeeper, ally, and advocate for my students, I cannot give any less than my full effort to foster and encourage inclusive environments, encourage my students to explore their own privileged and/or subordinated identities, and strive for best practices that embody inclusiveness, multicultural competence, and awareness.
The second activity that has helped in creating a proficient level of competency in equity, diversity, and inclusion, was co-creating and co-facilitating a workshop for resident assistants. My co-creator and I recognized that as college campuses are becoming more diverse, resident assistants remain, often, unaware of the dynamics that privilege and oppression play in their communities and in their relationships with students. The workshop focused on his promoting introspection and reflection in hopes to develop greater self-awareness amongst the resident assistants in attendance. We saw this population as crucial players and change agents, as resident assistants are on the front-line of establishing healthy relationships and practices in residence halls. Thus, one intended outcome for this program was to help resident assistants gain knowledge of inclusive language and skills to facilitate discussions around multicultural issues in their communities.
The program consisted of three different activities for the resident assistants to participate in. The first activity focused on creating self-awareness, and had the resident assistants complete a worksheet in which they explored their identities, and whether those identities were dominant or subordinate identities. We then discussed various identities, including what a "typical" BGSU and Ohio student's identities were, as well as introduced the various '-isms' to the resident assistants. The second activity saw the resident assistants create a program for their floor. After the exercise was completed, a discussion was had about the role/incorporation of inclusive and multicultural competent language and activities in their programs. The final activity, called "Quickisms", had the resident assistants draw the various '-isms' in the style of Pictionary and QuickDraw. The purpose of this last activity was to bring to light the various social conceptualizations and stigmas surrounding the '-isms', and encourage the resident assistants to challenge socially accepted, uninclusive practices.
Through the course, I came to realize that developing multicultural competence truly is a life-long process, and that going about developing competencies in a positive, open, and professional manner will bring about greater personal development and growth. I came to realize that I must continue to reflect on my own experiences, continue to acquire knowledge, develop awareness, and practice skills. As a gatekeeper, ally, and advocate for my students, I cannot give any less than my full effort to foster and encourage inclusive environments, encourage my students to explore their own privileged and/or subordinated identities, and strive for best practices that embody inclusiveness, multicultural competence, and awareness.
The second activity that has helped in creating a proficient level of competency in equity, diversity, and inclusion, was co-creating and co-facilitating a workshop for resident assistants. My co-creator and I recognized that as college campuses are becoming more diverse, resident assistants remain, often, unaware of the dynamics that privilege and oppression play in their communities and in their relationships with students. The workshop focused on his promoting introspection and reflection in hopes to develop greater self-awareness amongst the resident assistants in attendance. We saw this population as crucial players and change agents, as resident assistants are on the front-line of establishing healthy relationships and practices in residence halls. Thus, one intended outcome for this program was to help resident assistants gain knowledge of inclusive language and skills to facilitate discussions around multicultural issues in their communities.
The program consisted of three different activities for the resident assistants to participate in. The first activity focused on creating self-awareness, and had the resident assistants complete a worksheet in which they explored their identities, and whether those identities were dominant or subordinate identities. We then discussed various identities, including what a "typical" BGSU and Ohio student's identities were, as well as introduced the various '-isms' to the resident assistants. The second activity saw the resident assistants create a program for their floor. After the exercise was completed, a discussion was had about the role/incorporation of inclusive and multicultural competent language and activities in their programs. The final activity, called "Quickisms", had the resident assistants draw the various '-isms' in the style of Pictionary and QuickDraw. The purpose of this last activity was to bring to light the various social conceptualizations and stigmas surrounding the '-isms', and encourage the resident assistants to challenge socially accepted, uninclusive practices.
Basic
One should be able to:
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Intermediate
One should be able to:
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