EQUITY,DIVERSITY, & INCLUSION
PROFICIENT LEVEL
Throughout my time in graduate school, my skills within the Equity, Diversity, and Inclusion (EDI) competency area have improved tremendously. EDI is a skill I continue to improve in and hope to become exemplary in as I continue within the field of student affairs. My Cultural Conversation presentation and coursework at Bowling Green State University are two activities that have aided me in becoming more proficient in the EDI competency area.
Activity 1: Cultural Conversation Presentation
In spring 2013, I facilitated a Cultural Conversation session for the Office of Multicultural Development at Ohio Northern. The Cultural Conversation is a program that provides an open forum for students to discuss multicultural topics and issues. Students at Ohio Northern are extremely career-oriented, so understanding how important being marketable to employers is to the students; I choose to facilitate my Cultural Conversation on Using Your Multicultural Skills in the Workplace. The objective of the presentation was to encourage students to explore the connection between their academics, multicultural competency, and the workforce.
Throughout the presentation, I was able to implement different facets of the EDI competency such as “providing an opportunity for self-reflection and self-evaluation” (ACPA & NASPA, 2010, p. 11). I provided self-reflection and self-evaluation through a pre and post survey. Within the survey, students were required to define diversity, explain their knowledge on diverse skills, and describe why diversity skills are marketable to employers. After the program, I returned both surveys to the students so they could see first-hand how the presentation helped them grow in their knowledge, but also show areas where they need to improve.
Activity 1: Cultural Conversation Presentation
In spring 2013, I facilitated a Cultural Conversation session for the Office of Multicultural Development at Ohio Northern. The Cultural Conversation is a program that provides an open forum for students to discuss multicultural topics and issues. Students at Ohio Northern are extremely career-oriented, so understanding how important being marketable to employers is to the students; I choose to facilitate my Cultural Conversation on Using Your Multicultural Skills in the Workplace. The objective of the presentation was to encourage students to explore the connection between their academics, multicultural competency, and the workforce.
Throughout the presentation, I was able to implement different facets of the EDI competency such as “providing an opportunity for self-reflection and self-evaluation” (ACPA & NASPA, 2010, p. 11). I provided self-reflection and self-evaluation through a pre and post survey. Within the survey, students were required to define diversity, explain their knowledge on diverse skills, and describe why diversity skills are marketable to employers. After the program, I returned both surveys to the students so they could see first-hand how the presentation helped them grow in their knowledge, but also show areas where they need to improve.
Artifacts
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Cultural Conversation Presentation Outline
Cultural Coversation Powerpoint
Activity 2: Coursework
I have gained an abundant amount of awareness, knowledge, and skills in the EDI competency area by successfully completing the CSP 6035: Multicultural Competence in Student Affairs course. Throughout the course, I had the opportunity to reflect on my own identity, and I was equipped with the skills to assist students through their identity development. The words “know thyself” speak truth when beginning to work with students. I understand that I must be aware of my own identity, triggers, and challenges, before I can effectively assist students in their own development. I obtained a greater understanding of power, privilege, and oppression through class discussions and our personal reflection papers. In these papers, I was able to critically reflect and work through my assumptions, challenges, awareness, and knowledge of equity, diversity, and inclusion. Having this knowledge will allow me to “assess and address my own awareness of EDI, and articulate the differences and similarities with others,” as recommended by the ACPA and NASPA Equity, Diversity and Inclusion (EDI) competency area (2010, p.10). A highlight of the course was designing and implementing a program to further students’ awareness and knowledge in multiculturalism, as well as share my own awareness of EDI. I have found a passion for equity, diversity, and inclusion, and I am actively working to further my experience in this competency area.
I have gained an abundant amount of awareness, knowledge, and skills in the EDI competency area by successfully completing the CSP 6035: Multicultural Competence in Student Affairs course. Throughout the course, I had the opportunity to reflect on my own identity, and I was equipped with the skills to assist students through their identity development. The words “know thyself” speak truth when beginning to work with students. I understand that I must be aware of my own identity, triggers, and challenges, before I can effectively assist students in their own development. I obtained a greater understanding of power, privilege, and oppression through class discussions and our personal reflection papers. In these papers, I was able to critically reflect and work through my assumptions, challenges, awareness, and knowledge of equity, diversity, and inclusion. Having this knowledge will allow me to “assess and address my own awareness of EDI, and articulate the differences and similarities with others,” as recommended by the ACPA and NASPA Equity, Diversity and Inclusion (EDI) competency area (2010, p.10). A highlight of the course was designing and implementing a program to further students’ awareness and knowledge in multiculturalism, as well as share my own awareness of EDI. I have found a passion for equity, diversity, and inclusion, and I am actively working to further my experience in this competency area.
References
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.