VENTAJAS E INCONVENIENTES DE LA APLICACIÓN DEL APRENDIZAJE COOPERATIVO

human and cultural diversity of the world in which students live and work.

An Antioch education recognizes the human and cultural diversity of the world in which students live and work. In terms of the University as a whole, the institution’s core values address “social engagement as scholars, practitioners, and global citizens” and the University’s desire to nurture “inclusive communities of learners, inspiring diversity in thought and action.”

The University’s commitment to inclusion and diversity is evidenced in many ways. Every program has an explicit commitment to diversity as evidenced in a review of the 2011-12 program reviews, Diversity

Expectations.This review shows five fundamental areas – program objectives, curriculum, faculty, students, and extra- or co-curricular activities – and is evidenced by student initiatives and alumni activities, and from results garnered from the student and alumni surveys. Each of these elements will now be examined to demonstrate institutional commitment.

Program Objectives and Outcomes: Human and Cultural Diversity

The majority of Antioch University academic programs clearly demonstrate the importance placed on human and cultural diversity through program objectives, purpose statements, expected competencies, or outcomes. The newly drafted Guidelines for Undergraduate Programs previously discussed includes “appreciation of diverse perspectives” as a shared learning outcome across the University and “global perspectives” as a shared general education requirement across the University. Furthermore, in the analysis of the University’s SLOs against the Lumina Foundation and AAC&U’s LEAP frameworks, previously discussed, diversity and diverse perspectives arose as major threads of an Antioch education. That said, more work needs to be done to assure that the programs’ lived commitments to human and cultural diversity are adequately expressed in the student learning outcomes. The University Office of Academic Affairs reviewed the SLOs and prepared the Outcomes Related to Inclusion and Diversity,

a document that will be shared with the Assessment Resource Team for further consideration with the faculty. Regularly, program objectives relative to human and cultural diversity are also driven by the expectations of relevant professional associations. Examples are numerous: The New Hampshire Council on Teacher Education has standards of socio- economic, lifestyle, ethnic, and learning style diversity, reflected in the curriculum of the AU New England MEd programs. The American Psychological Association expects training in diversity, met in our Doctorates in Clinical Psychology (PsyD) programs at AU New England, AU Seattle, and AU Santa Barbara. The National Council on Accreditation of Teacher Education (NCATE) requires that programs provide experiences for students to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to work successfully with diverse populations, including faculty in higher education and P–12 school teachers, and candidates in our MEd programs at AU Midwest fully comply. Finally, the American Art Therapy Association has identified “Cultural and Social Diversity” as an

educational standard in its training goals for students, and this requirement is addressed in the curriculum of the MA in Psychology- Art Therapy Specialization at our AU Seattle campus. In these cases, Antioch University programs meet the diversity requirements of the professional associations.

In addition, for many programs course evaluations and rubrics for assessment

include elements addressing diversity issues and cross-cultural learning such as the AU New England PsyD Clinical Psychology, the AU Seattle MA in Education, and Antioch Education Abroad.

Curriculum: Human and Cultural Diversity

Driven by these program purposes and objectives, each program’s curriculum is designed to include elements that recognize the human and cultural diversity of our world. These curricular elements, which are apparent in every University program, may come in the form of required or elective course work, specializations and concentrations within the program, and/ or field-based activities. A few examples include:

n The AU Seattle MA in Psychology

program requires students to pass the course “Multicultural Perspectives” and offers the elective course “Counseling Native Americans.”

n _{The AU Seattle BA in Liberal Studies,}

in conjunction with Antioch Education Abroad (described below), offers a concentration in global studies that includes the requirement of students completing two semesters of study abroad in areas such as West Africa, Europe, South America, and Asia.

n The AU Los Angeles MA in Clinical

Psychology program offers new specializations in LGBT Studies and Spiritual Depth Psychology to cover areas that have traditionally been marginalized in more conventional programs.

n The AU Santa Barbara MA in Clinical

Psychology program offers a concentration in Latino Mental Health and a Healthy Aging concentration.

n The AU Midwest School of Education

places students on field experiences in a range of schools so they are exposed to different socio-economic status and cultural environments.

n The University PhD in Leadership

and Change program requires the demonstration of competency in understanding the multicultural/global dimensions of leadership in one’s field of interest or professional practice.

Related to Antioch University’s recognition of human and cultural diversity, a unique offering of the institution is its study abroad program. Antioch Education Abroad (AEA) has been a pioneer in global education since 1956. AEA offers students cultural immersion experiences; rigorous academic courses; and unique, hands-on learning opportunities around the world in locations such as Argentina, Brazil, Cameroon, Germany, India, Japan, Poland, and Turkey. They can focus their studies on more than 26 different areas, as demonstrated in the document AEA Studies located in the Virtual Exhibition Hall Resource Room.

Since the beginning of the 1970s, Antioch Education Abroad has specialized in the design and organization of semester long, “thematic programs,” in which students pursue studies in both an academic area and the cultural context of the country or region

in which the students live. In these thematic programs, the studies are overseen by Antioch faculty who also relocate to or live in the region, serve as program directors, and are responsible for the program curriculum, logistical support, and student advising. In all cases, the program directors invite guest speakers, organize guest lectures for local faculty and practitioners, and are responsible for field trips.

In the majority of the programs, students have an option to enroll in a language course at introductory, intermediate, or advanced levels (language courses are required in Brazil, Mali, and Japan). Typically, students enroll in courses, independent research, and internships for 16 semester credits.

Recently, AEA has developed a second model that combines both direct enrollment in partner universities abroad with an academic theme. The programs’ curricula are designed in collaboration between a partner university abroad and AEA. In this type of program, students enroll into a “leading seminar” designed and team-taught by a faculty from the partner university and a member of academic staff from AEA. In addition, to support the central theme of the programs, students enroll into AEA-approved courses offered at the partner university. This new type of programing adds opportunities for students to immerse into the academic communities of our partner universities. A final option offered by AEA is a

complete direct enrollment program with the University of Tübingen. Students

participating in this program enroll directly into courses offered by the University of Tübingen and may earn up to 16 credits per semester. In addition, students may earn additional credits through the language program of Goethe Institute. AEA employs a permanent staff member of University of Tübingen Office of International Education as a Resident Director of this program. Responsibilities of the Resident Director include academic and student affairs advising.

As these examples and other supporting documentation referenced in this section illustrate, Antioch curricula is robust in its recognition of the diversity of the world in which our students live and work.

The Faculty: Human and Cultural Diversity

Antioch University faculty are engaged in their own research and practice that reflects the commitment to human and cultural diversity. For example, among our faculty are Fulbright Scholars (recently to Bosnia and Herzegovina, and India) and other faculty who serve communities across the globe, such as in the Netherlands, Haiti, South Africa, and Tibet as noted later in this section. The faculty bring these experiences with human and cultural diversity to the classrooms and expand the perspectives of students who may not otherwise have international experiences.

Although predominately White (82% full- time and 79% part-time), Antioch University faculty are diverse in a number of other ways: more than half of the full-time (54%)

and part-time (63%) faculty are female. In addition, there is a relatively high percentage of sexual orientation diversity among Antioch University faculty. In fact, in the Fall 2011 survey, of the 97 full-time faculty respondents (approximately 50% of all full- time faculty), approximately 25% stated that they were homosexual, bisexual, or other. And the same percentage was reported by the 109 part-time faculty who completed the survey. About 3% of the full-time faculty stated that they need accommodations for disabilities.

Less than half of the full-time faculty (41%) agreed that their campus has actively recruited faculty of color; 10.8% Strongly Agree, 16.2% Agree, and 14.4% Somewhat Agree, and a slightly higher percentage, but almost half (48%), agreed that the climate for faculty of color at their campus is good (10.8% Strongly Agree, 20.7% Agree, and 16.2% Somewhat Agree). Of interest is that those who identified as a racial/ethnic minority were slightly more positive about their campus’ recruitment of faculty of color (42%) and substantially more positive about the climate for faculty of color (56%) than were the White faculty. That said, the overall lack of racial and ethnic diversity has led to an Institutional Recommendation in this regard.

The Students:

Human and Cultural Diversity

Antioch University’s student population reflects the institution’s commitment to building and serving inclusive communities. The very nature of our distinct campus locations ensures that the institution serves diverse student populations in urban and rural environments and adult learners who reflect differences in age, gender, and sexual identity to name a few characteristics. As stated in the Self-Study Report Introduction, and as with our faculty, a majority of Antioch University students are female (72% undergraduate; 75% graduate) and 65% are White. In the Fall 2011 survey of students, we asked about other diversity factors such as an expanded notion of gender identity and sexual orientation. Of the approximately 900 students who responded to the survey, 27% identified as being homosexual, bisexual, or other; and about 1% identified as being transgender or other. In addition, 6% identified as needing an accommodation for disabilities. Three percent of the students responding to the survey were international students. Antioch University campuses make a concerted effort to serve diverse populations of students, as discussed fully in Criterion 1.

Extra- or Co-curricular Activities: Human and Cultural Diversity

Antioch programs also address diversity issues via co-curricular activities such as guest speakers, field trips, and workshops. A comprehensive list of all such activities over the past decade would be too lengthy, so the snapshot below provides an abbreviated sample of activities during Fall 2012.

n AU Los Angeles: “Diversity Uprising,” a

unique blend of performance, scholarship, food, music, and critical thinking in observance of Latino Heritage Month and Columbus Day, to celebrate the culture of Latino resilience.

n AU Santa Barbara: BA Lecture and Film

Series “Preserving Cultures.”

n AU Seattle: “Confronting Global

Apartheid: Filipino Americans and Activism Beyond Borders.”

n AU PhD in Leadership and Change:

“Arts, Leadership, and Social Change,” presentation by Dr. Ardra Cole, Canadian artist and scholar.

In addition, some Antioch University faculty members have established institutes that focus on human and cultural diversity, such as the Multicultural Center for Research and Practices at AU New England, which promotes multiculturalism within a social justice orientation, and AU Los Angeles’s Colors LGBTQ Youth Counseling and Community Center program. Other examples are provided in the discussion of Subcomponent 3.E.1., later in this chapter.

Student and Alumni Activities: Human and Cultural Diversity

Evidence of the strength of Antioch University’s commitment to recognizing the human and cultural diversity of the world in which students live and work is seen in student-initiated activities, the work of our alumni, and recognized via the results from student and alumni surveys.

For example, AU Santa Barbara has a student-led multicultural committee that works within the University and in the Santa Barbara community to advance a multicultural agenda. Their work has included an ongoing partnership with the local Jewish Federation. Alumni of AU New England’s MEd in Foundations of Education/ Waldorf Teacher Education program work in diverse communities, such as Detroit, Chengdu, Colombia, New York City, and Tucson. The AU PhD in Leadership and Change Program has an Inclusion and Justice Committee that hosts events at virtually every residency.

Students experience Antioch as an inclusive learning environment.

On a 7-point scale, students rated the importance of an inclusive learning environment at 6.64 and rated their satisfaction with Antioch in this regard at 6.21, indicating a very small gap between importance and satisfaction. This is clearly an institutional strength and is also confirmed by the response of our alumni.

Alumni have expressed their satisfaction with the education they received regarding diversity. In the 2011 Antioch University alumni survey, approximately 84% of the 901 alumni who responded felt positively that their Antioch education prepared them for addressing diversity challenges in their field (44.1% Yes, Definitely; 21.6% Yes, Mostly; and 17.9% Yes, Somewhat).

Subcomponent 3.B.5. The faculty and