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.