Diversity & Democracy: Civic Learning for Shared Futures
Diversity Innovations Civic Learning for Shared Futures
Diversity & Democracy Volume 12, Number 1  

Diversity & Democracy
Volume 12,
Number 1
(2009)

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About This Issue
Featured Topic: Shared Futures
Assessing Higher Education’s Advancement Toward a New Vision of Society
Evaluating Intergroup Dialogue: Engaging Diversity for Personal and Social Responsibility
Designing a Model for International Learning Assessment
Another Inconvenient Truth: Capturing Campus Climate and Its Consequences
Building Knowledge, Growing Capacity: Global Learning Courses Show Promise
Perspectives
Using Assessment to Guide and Revitalize Diversity Instruction
Bitácora: Assessment as Conversation
Campus Practice
Deliberative Democracy and Intercultural Dialogue: An International Agenda
Engaged Scholarship and Faculty Rewards: A National Conversation
Research Report
Recent Assessments of Practices and Environments that Influence Student Learning
And More...
In Print
Resources
Opportunities

About This Issue

By Kathryn Peltier Campbell, Editor

Measuring the outcomes of student learning is an elusive task. But it is essential to the work of diversity practitioners. Advocates of diversity in higher education often claim that engagement with diversity not only supports social justice, but also prepares students for ethical action in an interdependent world. Assessments can provide evidence for these claims, while also helping practitioners identify effective practices and opportunities to improve educational programs. Assessment thus not only strengthens the case for educational diversity, but also maximizes opportunities to help students develop the personal and social responsibility critical to action in a shared world.

This issue of Diversity & Democracy surveys an array of recent assessment practices that evaluate and support student development of personal and social responsibility. Our authors examine the climate for and outcomes of diversity education, identifying weaknesses, strengths, and the effective educational practices in between. Their work provides new evidence about the benefits of engaged diversity in higher education, while suggesting a range of methods to assess learning outcomes.

Questions, comments, and suggestions regarding Diversity & Democracy should be directed to Kathryn Peltier Campbell at campbell@aacu.org.
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