Diverse Perspectives (2)

ESLO 6 Diverse Perspectives

 Oregon Tech students will explore diverse perspectives.

Definition

Recognition of diverse perspectives requires the self-awareness, intellectual flexibility, and broad knowledge that enables perception of the world through the eyes of others.[1]  This includes but is not limited to the awareness and understanding of the customs, practices, methodologies, and viewpoints of varied cultures, individuals, and identities.

[1] i.e., from the perspectives of diverse cultures and personalities, with consideration of varied places, histories, and technologies.

Criteria

  • Recognize: Show awareness of one’s own perspectives.
  • Know: Demonstrate factual knowledge of the foundations of diverse perspectives.
  • Understand: Display understanding and awareness of others’ perspectives.
  • Apply: Integrate factual knowledge and understanding of diverse perspectives to their interactions with others.

Foundation:  


  • 3 credits from Diverse Perspectives – Foundation list

Essential Practice:            


  • 3 credits from Diverse Perspectives – Essential Practice list                

Program-Integrated Practice:


  • 1 course, defined by program, that integrates diverse perspectives in the context of the major
                                                                                     

Foundation Courses


  • Should be taught by content area experts.
  • Exposing students to diverse perspectives should be a primary focus of the course.
  • All Foundational experiences should involve exposure to others’ perspectives and reflection on one’s own. This level should address both the “Recognize” and “Know” levels from the original DP ESLO text, so the student needs to acknowledge and think about their own perspective/worldview while also gathering factual information about others’.
  • These courses must expose students to Diverse Perspectives for intellectual reasons: to keep students from seeing the world from just one perspective, to help them understand identity (both their own and those of others), how we construct it and how it effects how we relate to others, to defend against provincialism, etc.

Essential Practice Courses


  • Should be taught by content area experts.
  • Requiring students to learn about and explore diverse perspectives should be a primary focus of the course.
  • All Practicing level experiences should require students to synthesize knowledge and practice. This level should address both the “Know” and “Understand” levels in the original DP ESLO text, so students are not only gaining factual knowledge about others’ perspectives, they’re using that knowledge to draw connections and a larger understanding about the ways that different perspectives affect peoples’ actions in the world (their own and those of others).
  • This course should require students to gather factual information about DP in different ways and bring them together in a cohesive manner to demonstrate their understanding. Exposure to theory should occur at this level as well, so that students are able to write and talk about Diverse Perspectives using common, explicable terminology.

Program-Integrated Practice Courses


  • Through the experience of this final level, all students should come to an understanding of how diverse perspectives impact their field and profession. This level should address the “Apply” level in the original DP ESLO text, so students should be applying their knowledge of DP to their program courses and beyond, toward their future professional lives.
  • For all potential learning experiences at this level, there should be a professionally-relevant experiential element, but the student should also be required to produce an artifact in response to this experience.
  • This level should be tied both to the program/major and to “real-world” experience. When possible, it should explicitly expose students to outside events/experiences that are related to issues that they’ll be required to deal with as part of the workforce in their chosen field.

Veronica Koehn
Veronica Koehn
Associate Professor

SE127

Barry Canaday

 

Barry Canaday
Associate Professor

DOW213

Kyle Chapman
Kyle Chapman
Assistant Professor

SE127

Dibyajyoti Deb
Dibyajyoti Deb
Associate Professor

OW105

Kristy Weidman
Kristy Weidman
Associate Professor

OW143

Wakaya Wells
Wakaya Wells
Assistant Director, Multicultural Affairs

College Union