Revitalizing Diversity Globalism Studies:

A Case of Curriculum Transformation

Applying Program Evaluation Skills to Understand  User Needs and Drive Institutional Change

The Context

Highline College, one of the most diverse community colleges in Washington State, struggled to deliver consistent, comprehensive multicultural education. Multicultural Affairs (MCA), initiated this project to improve multicultural co-curricular educational offerings. 

Multicultural Affairs (MCA), initiated this project to improve multicultural co-curricular educational offerings. This study aimed to evaluate whether HC's Diversity and Globalism Studies (DGS) courses met institutional learning outcomes.

The Challenge

Highline College: A Commitment to Diversity, Curriculum in Need of Support

The Problem

Highline College struggled to provide consistent and comprehensive multicultural educational offerings at the time. Oftentimes, relying on faculty-driven course offerings with a limited focus on critical topics. The absence of a centralized framework further hindered the quality and accessibility of course offerings

My Role

Researcher & Advocate

Bridging the Gap:

My Role in Understanding and Addressing the Challenges

  • Researcher & Author: Assessed curriculum, analyzed student learning outcomes, identified gaps.

  • Facilitator: Reported findings, promoted administrative dialogue, advocated for curriculum revision.

  • UX Connection: Identifying user needs and pain points through research, translating insights into actionable recommendations.

The Why: Rationale & Context

Highline College: A Commitment to Diversity, Curriculum in Need of Support

Before we dive into the specifics of the research assessment, it’s crucial to understand the core mission of MCA for short and why this project was so relevant to our work.

A key function of MCA was to design and deliver co-curricular education. These experiences are intentionally crafted to enrich and build upon classroom learning, offering students invaluable opportunities for personal and academic growth outside the traditional curriculum.

By connecting learning to real-world experiences, MCA aimed to create more engaged and well-rounded students and members of the general public.

The Research Questions

Uncovering the Truth: A Multi-Method Approach

"What are our students learning at Highline College?"

"What are we teaching students about equity and diversity at Highline?"

Methods

Contextual Analysis

Examining WA state universities and community colleges ethnic studies and diversity & global study requirements

Course Offering Analysis

Document Analysis

Pilot Student Survey

Participants: 52

17 questions:

  • Open-ended

  • Multiple choice

  • Fill in the blank

Exclusively the DGS/DG Course Offering

Curriculum Acceptance Forms (CAFs)


The Findings

The Gaps Revealed Inconsistencies and Missed Opportunities

Faculty-Driven Courses:  Gaps in Consistency

  • Diversity Globalism Studies (DGS) courses were largely faculty-driven rather than college-driven.

  • This led to inconsistencies in course availability and content.

Focus on Individual Differences Over Systemic Issues

  • Most courses emphasized individual differences or single marginalized group experiences.

  • Fewer courses addressed broader issues like social inequality and systemic oppression.

Study Recommendations

A Path Forward: For a More Robust Institution

Reflection & Routine

Establish regular review processes for Diversity and Globalism Studies (DGS) courses.

Professional Development

Create paths of professional development for instructors and faculty members.

Commitment through Dedication

Hire dedicated full-time tenured Diversity and Globalism Studies faculty.

Embed Equity and Inclusion Throughout the Institution

Create an Associate Dean position for Culturally Responsive Pedagogy who will support the institution's mission to provide equitable, relevant, and high-quality education for all students.

Impact & Outcomes

Department Realignment

Diversity and Globalism Studies (DGS) was transformed into the Ethnic & Gender Studies (EGS) department.

Formalization

Creation of one Administrative and two tenured Faculty positions dedicated to the EGS department.

Research-Driven Policy

Findings from the study remain central to institutional planning.

Transferable Skills to UX Research

Needs Assessment

  • Identifying user (student/faculty) needs through research.

  • Conduct user interviews, surveys, and contextual inquiries to uncover pain points and expectations.

Data Analysis

  • Interpreting qualitative and quantitative data to inform recommendations.

  • Test product prototypes or workflows to find usability issues and refine solutions.

Stakeholder Communication

  • Presenting findings and advocating for user-centered solutions.

  • Communicate insights to cross-functional teams (designers, developers, product managers) to prioritize user needs.

Usability Testing

  • Analyzing curriculum and identifying pain points/gaps.

  • Analyze user feedback, behavioral data, or usability metrics to guide design decisions.

Impact Measurement

  • Evaluating the effectiveness of implemented solutions.

  • Assess the impact of design changes through metrics like user satisfaction, task success rates, or retention.