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Romance Languages Diversity Action Plan

 

The strategies and tactics described here emerged through RL faculty discussion in response to the call to develop a division-wide (Humanities) DAP within CAS. These efforts are meant to build upon and complement (not replace) ongoing, successful initiatives described in our 2017 Equity and Inclusion inventory.

 

  1. Create a pipeline from SHL and/or Spanish Language and Society (L&S) to College of Education’s UOTeach program and Linguistics LTS MA program. This is becoming a more attractive option for our students. To make this happen, we need to:
  • Map out how students can move through this curriculum on department website.
  • Post job ads for bilingual teaching positions on our website as a motivation for students to pursue this option.
  • Update and train advisors (including faculty advisors) on the options.
  • Support the pipeline once it is in place and publicized: this means offering sufficient classes to get student through the program.

Resources required: faculty and advisor time to articulate requirements and forms. Staffing sufficient to meet enrollment demand.

 

  1. Implement concurrent MA programs in Spanish and LTS. The combination is attractive and doable. With institutional investment, a three-year program could produce well qualified, highly proficient teachers to send out to the schools in the state. This is a low-cost way to produce a big diversity impact.

Resources required: faculty to coordinate/articulate the concurrent degree requirement. GE allocations assigned to students pursuing this option. This would not necessarily require a change in net GE allocations, but rather offer another option within the MA programs in Spanish and LTS, three years of support rather than two.

Pertinence: both of these efforts support graduate students from underrepresented groups and expand training of MA students who will graduate with highly marketable skills enabling them in turn to serve underrepresented groups (e.g. as bilingual primary and secondary teachers—in high demand in Oregon), thus serving the community beyond the university as well.

Evaluation tools: review online curriculum maps (including seeking student input) for clarity; count numbers of students enrolled in and completing the articulated or concurrent programs, with COE and/or between RL and LTS (Linguistics)

 

  1. Support CMAE in creating a lending library of required course texts and materials. Following consultation with CMAE on how best to cooperate (Karla Pérez Young is coordinating this), we will solicit complimentary copies from textbook publishers and ask faculty using course packets to request an additional instructor copy to provide to lending library. Initial focus could be general education courses, with faculty encouraged to adopt open-access materials. Materials gathering is ongoing, as course offerings change.

 

Timeline: Gather materials and have lending structure in place by end AY2017-18. Apply for the CAS Library Acquisition grant.

Pertinence: This effort aims to support the retention of students for whom course material costs are a barrier; students need not self-identify (e.g. as Dreamers) to access; Knight Reserves does not routinely put textbooks on reserve, or course packets.

Evaluation tools: Track book requests, acquisition grant application.  In consultation with CMAE, track volume of student use of materials to determine whether meeting student need. Evaluate ongoing usefulness at the end of each academic year.

 

  1. Discuss how to provide summer support for graduate students, especially international students, and explore whether any endowment funds may be directed to this end; this could be an expansion of Promising Scholar program. Work to provide guaranteed summer funding (or alternative on-campus employment opportunities, e.g. in Library) for continuing graduate students not offered a summer teaching GE appointment. Funding is needed both for continuing students (already enrolled) and new admissions. A relatively small investment of CAS or Graduate Schools funds would make a significant difference to international graduate students.

 

Pertinence: International students unable to work off campus (lacking work permits) have difficulty continuing or completing their graduate programs if summer teaching appointments aren’t available. Guaranteeing summer funding as part of admissions offer would make our graduate admissions more competitive.

Resources required: The goal is money for summer funding at $3000 per student per summer. The department DGS will work in coordination with Graduate School admissions and CAS Deans office.

Timeline: Our goal is to offer guaranteed summer funding as part of admissions offers for students entering F18. DGS will work towards this goal in AY18.

Evaluation tools: Track the number of graduate students offered summer funding each year; survey students on importance of summer funding to their enrollment decision. Aim to include guaranteed summer funding in admissions packages for 3-5 students in next admission cycle (entering F19).

 

Downloadable PDF: Romance Languages Diversity Action Plan



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