Historically Under-Represented Group Investigation

Experiential Learning Assignment Historically Under-Represented Group Investigation SOSC201 Diversity in Society Assignment Points: 200 Weight: 20% of Total Course Pts The purpose of the Experiential Learning (EL) assignment is to assess your progress in developing the skills and learning outcomes associated with this course (LO# 1, 2, 3, 4, 5, 6, 7). It will also determine your development in the Excellence System goals related to Civic and Social Responsibility (CSR#1, 2, 3, 4) and Global Intercultural Competence (GIC# 1, 2, 3, 4, 5, 6). Requirements Minimum 5 page not including title page and references, or appendices APA formatting (running head, page numbers, Times New Roman 12 pt font, headings) Minimum 5 sources (textbook can be one, speaker at field trip/experience can be another) DUE day 7 Week 6 SOSC 201 Required Academic Assessment Directions Participant observer: investigate a historically under-represented group which has had an impact on social or political policy in the United States. This experiential learning project can be done through visiting an organization or event, or through interview(s). Examples of organizations: disability services, LGBT organizations, DEI groups, immigration services, cultural or ethnic chamber of commerce, etc. Examples of events: cultural festivals or museums, religious services, traditions such as a pow-wow, Quienceanera, bar or bat mitzvah, baptism, etc. Interview of a community leader associated with any of the above events or organizations or of an organizations Diversity Equity and Inclusion office. If you have further ideas or suggestions, please ask your instructor. Examples for understanding are included in BLUE font on instructions for Outline in Week 5. Pre-Reflection: 1. Identify the diverse group(s) represented. (LO 1) 2. Complete research on the group (or groups). a. Three different scholarly sources in addition to the text. b. Behavior appropriate to the culture or group you are researching. (GIC 1, 5, 6, CSR 1) 3. Demonstrate an understanding of the background of the group represented in the experience (LO 1) Direct or Concrete Experience: 1. Visit a museum, event, business, or local organization that has been approved by your instructor to view an exhibit or interview a community leader on your chosen group. 2. Take a notebook with you to capture your impressions. Reflection on Experience: 1. During the visit, take notes about the experiences, contributions, and influence of the subordinate group. Include information about the following: a. background and/or history (LO 1, 2) b. values, customs and traditions and how they compare with your own social and cultural issues (LO 2, 3 GIC 4, 6) c. belief systems and/or ideologies (LO 3) d. social lifestyles, workplace challenges (LO 1, 5, 7, GIC 5, CSR 3) e. influence on the shaping of U.S. national identity, social institutions, social thought, and/or policies (LO 1, 2, 4, 6, CSR 1, 4) 2. Does the organization, event, or leader provide written material which gives deeper insight into the impact and contributions of the group? 3. Summarize what is contained in the printed material, and be prepared to show copies to the class. Formation of Abstract Concepts (Abstractions or Principles) Citing at least three scholarly sources in addition to your course materials, relate how your experiences support or contradict the literature. Synthesize the information What assumptions did you have about the subordinate group before your experience? Where did these assumptions come from? Were any dispelled? (LO 3, CSR 1) How does personal culture and bias influence one’s interactions or relationships in diverse contexts? How do the complexities within the culture influence your ability to interact successfully with one another? (LO 3, 7, CSR 1, GIC 1, 2, 4, 5, 6) In what ways did your research support, illustrate, develop, or question what you learned in your visit? (CSR 4) In what ways did your experience, reflection, and research increase your awareness of the group as multi-dimensional, complex people? (LO2, 4, 7, CSR 1, 2, 4, GIC 2, 3, 4, 6) What impact has the group made on social or political policy in the U.S.? (LO 1, 2, CSR1, GIC 2) Application (Active Experimentation) Your research focused on a particular subordinate group. Can you place this experience into a larger context? In other words, why is it valuable to understand the concept of stereotyping in your professional life specific to your major or academic discipline? (LO1, 2, 3, 7, CSR 3, 4, GIC 2, 4, 5, 6) How can unreliable, exaggerated generalizations and distortions be barriers to individual and institutional success in a business or profession? (LO 3, 4, 5, 6) Provide at least one concrete example of stereotyping in your work life and one concrete example in your social life. In these cases, what can you do to help overcome stereotyping? (LO 4, 5, 6, 7) What is the most significant concept, principle, or value you have learned from performing this project?

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