JEDI-B Program Goals and Learning Outcomes

Developing Program Goals and Learning Outcomes with a JEDI-B focus

Many programs and departments develop specific program goals and student learning outcomes that address justice, equity, diversity, inclusion, and belonging (JEDI-B).

JEDI-B Program Goals

Consistent with their mission statements, some departments or programs frame program goals so they reflect JEDI-B.

Program goals can also signal an institution or program’s commitment to elevating student performance or closing equity gaps among groups of students in outcomes like retention or graduation rates; achievement of student learning outcomes; or participation in high-impact practices.

JEDI-B Learning Outcomes

Discipline-specific or program-specific learning outcomes can articulate knowledge, skills, or dispositions specific to JEDI-B. Assessment of these outcomes is no different than the processes laid out in Direct Assessment, along with the recommendation that the results are disaggregated by relevant demographic or identity groups so any differences in achievement can be identified and addressed through pedagogical or curricular changes.

At the University of Maryland, a 2021 inventory of DEI discipline-specific learning outcomes showed that most could be categorized as building skills; acknowledging difference; interrogating inequality; or envisioning and enacting solutions. These themes are also reflected in JEDI-B specific SCU program learning outcomes.

JEDI-B learning outcomes in undergraduate programs at SCU Public Health Science graduates will: Recognize health disparities within and between populations, and understand how to analyze within a given context the contributions of diverse factors potentially underlying health disparities. Recognize injustices and inequalities evident in contemporary society, and develop a commitment to actively address health disparities facing disadvantaged and underserved communities, both locally and globally. Communication graduates will: Analyze how communication maintains power and privilege, relevant to diversity, equity, and inclusion Create oral, visual, or written communication based on awareness of diverse perspectives, contexts, and/or social identities. Chemistry/Biochemistry graduates will: Demonstrate growth and understanding of the benefits of including scientists from a diverse, global society to generate innovative problem solving approaches.
JEDI-B learning outcomes in graduate programs at SCU Meaningful learning around justice, diversity, equity, and inclusion is also important at the graduate level. Students in SCU’s MA in Counseling Psychology are expected to incorporate JEDI-B learning into their preparation for future professional practice. They will: Apply appropriate theories of intervention in the assessment, diagnosis and treatment plan for a specific client or clients in various clinical contexts, including but not limited to, issues of race, gender, SES, religion, culture, creed, age, disability status and sexual orientation as these influence the therapeutic relationship. Demonstrate cultural sensitivity in addressing the mental health needs of people of diverse backgrounds and circumstances.
Co-curricular JEDI-B learning outcomes at SCU JEDI-B learning outcomes are embedded in many co-curricular programs. Residence Life: Students who live in the Residence Halls will be able to Explore and expand their knowledge, understanding, and awareness of social justice and the Jesuit tradition Ignatian Center: As a result of engaging with the Ignatian Center, students will Cultivate deeper compassion for others through shared experience with people who are currently or historically impacted by structures and systems of oppression. Residential Learning Communities: By participating in the Residential Learning Communities, students will Develop a sense of belonging to their RLC and to the University

JEDI-B learning outcomes in undergraduate programs at SCU

Public Health Science graduates will:

Recognize health disparities within and between populations, and understand how to analyze within a given context the contributions of diverse factors potentially underlying health disparities.
Recognize injustices and inequalities evident in contemporary society, and develop a commitment to actively address health disparities facing disadvantaged and underserved communities, both locally and globally.

Communication graduates will:

Analyze how communication maintains power and privilege, relevant to diversity, equity, and inclusion
Create oral, visual, or written communication based on awareness of diverse perspectives, contexts, and/or social identities.

Chemistry/Biochemistry graduates will:

Demonstrate growth and understanding of the benefits of including scientists from a diverse, global society to generate innovative problem solving approaches.

JEDI-B learning outcomes in graduate programs at SCU

Meaningful learning around justice, diversity, equity, and inclusion is also important at the graduate level.

Students in SCU’s MA in Counseling Psychology are expected to incorporate JEDI-B learning into their preparation for future professional practice. They will:

Apply appropriate theories of intervention in the assessment, diagnosis and treatment plan for a specific client or clients in various clinical contexts, including but not limited to, issues of race, gender, SES, religion, culture, creed, age, disability status and sexual orientation as these influence the therapeutic relationship.
Demonstrate cultural sensitivity in addressing the mental health needs of people of diverse backgrounds and circumstances.

Co-curricular JEDI-B learning outcomes at SCU

JEDI-B learning outcomes are embedded in many co-curricular programs.

Residence Life: Students who live in the Residence Halls will be able to

Explore and expand their knowledge, understanding, and awareness of social justice and the Jesuit tradition

Ignatian Center: As a result of engaging with the Ignatian Center, students will

Cultivate deeper compassion for others through shared experience with people who are currently or historically impacted by structures and systems of oppression.

Residential Learning Communities: By participating in the Residential Learning Communities, students will

Develop a sense of belonging to their RLC and to the University

Assessment of JEDI-B Program Goals and Learning Outcomes

Assessing whether JEDI-B program goals have been met can utilize a variety of indirect and direct assessment approaches.

Belonging is usually measured through student surveys or focus groups. It’s often helpful to gain a baseline understanding of students’ experiences with belonging. As the program implements new strategies to promote belonging such as changes in pedagogical approaches, curriculum, or informal social programs and outreach, it is helpful to repeat the assessment and note any changes.

A number of program goals can also be assessed through data analysis over time: what patterns are revealed for students who participate in particular programs; students who are retained or persist; and how achievement varies for different groups.

Assessment of JEDI-B discipline-specific learning outcomes is similar to assessing any learning outcome. Direct measures of assessment are important using authentic, embedded student work. Pre-tests and post-test assessments are also appropriate for particular learning outcomes. Equity-minded Assessment contains several strategies for assessing JEDI-B program goals and learning outcomes.