DISCs Project Self-Assessment Tool Prototype Step 1 of 6 - Worldview and Politics 16% THEME 1. WORLDVIEW AND POLITICS1. The west (Western Europe and North America) has led the rest of the world, historically, in advancing women’s rights.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 2. The right to freely air any and all opinions, viewpoints and perspectives should be universally defended on college campuses, regardless of their impact on different social groups.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 3. The majority of students are apathetic to social injustices locally and across the globe.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 4. Being an active member of university-level committees, boards, etc., is the most effective means of bringing about positive institutional change.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 5. My social identity (e.g. in terms of class, gender, race-ethnicity, sexuality) both consciously and unconsciously influences how I relate to and understand others.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree THEME 2. VIEWS ON HIGHER EDUCATION1. Individual admission to third-level education is primarily determined by one’s own talent and hard work.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 2. The key to addressing inequalities among students is the implementation of equal opportunity policies and practices.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 3. I am comfortable discussing patterns of educational inequality and bias affecting students from minority and marginalised backgrounds (e.g. along socio-economic, racial-ethnic, religious, ability or sexuality lines) with my colleagues.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 4. My primary role as a teacher and/or supervisor is to give students skills which enhance their employability.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 5. It is important to raise issues and criticisms in my department/the wider university regarding problematic issues arising for students and staff.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 6. It is part of my role to openly demonstrate solidarity with teaching staff who are on hourly paid and fixed-term contracts.* Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree THEME 3. ENGAGING STUDENTS1. I am careful to ensure that students’ names are pronounced and spelled correctly.* Always Regularly Sometimes Rarely Never 2. I make a conscious effort to ensure that the work of scholars/figures from diverse racial-ethnic backgrounds features prominently in my courses/modules.* Always Regularly Sometimes Rarely Never 3. I make a conscious effort to ensure that the work of female-identified scholars features prominently in my modules.* Always Regularly Sometimes Rarely Never 4. I make a conscious effort to ensure that students for whom English is an additional language (EAL) feel supported in my classroom.* Always Regularly Sometimes Rarely Never 5. I use digital tools, e.g. surveys and online translators to understand and support the linguistic profile of my students.* Always Regularly Sometimes Rarely Never 6. I support students to share their learning priorities in the classroom and take time to discuss how their priorities align with or challenge the module syllabus and learning outcomes.* Always Regularly Sometimes Rarely Never 7. I draw on a range of teaching methods besides lecturing to allow for different learning styles – e.g. small group work, video or image response, debate, setting a problem to solve.* Always Regularly Sometimes Rarely Never THEME 4. TEACHING SOCIAL JUSTICE1. I make a conscious effort to further specific social justice goals through my teaching; e.g., through activities that encourage students to take appropriate action on problems outside the immediate classroom.* Always Regularly Sometimes Rarely Never 2. I make a conscious effort to ensure that students’ diverse gender identities are affirmed, and that all students have equal opportunities to participate in class activities.* Always Regularly Sometimes Rarely Never 3. I actively promote locally/globally indigenous and/or non-Western perspectives in my teaching.* Always Regularly Sometimes Rarely Never 4. I pay attention to students’ achievement outcomes and raise issues regarding unequal patterns of academic engagement and performance at assessment moderation or examination boards.* Always Regularly Sometimes Rarely Never 5. I strive to ensure that students are given multiple opportunities (in assessments etc.) to show their different strengths.* Always Regularly Sometimes Rarely Never 6. I use a range of study resources (reading, equipment etc.) to ensure that materials, readings, etc. are affordable and accessible for all of my students.* Always Regularly Sometimes Rarely Never 7. I am confident in my ability to engage uncomfortable issues in the online and/or on-campus classroom setting in a way that supports and protects all students.* Always Regularly Sometimes Rarely Never THEME 5. TEACHING AND COMMUNITY1. I welcome students’ feedback on the course content and the ways that assessment is conducted.* Always Regularly Sometimes Rarely Never 2. I welcome alternative, evidence-based student perspectives and arguments in the classroom.* Always Regularly Sometimes Rarely Never 3. I reflect on how inclusive my own teaching is with other colleagues, either in my department or externally.* Always Regularly Sometimes Rarely Never 4. I actively challenge prejudicial, discriminatory and harassing behaviour in my classroom and department, with students and staff.* Always Regularly Sometimes Rarely Never 5. I engage my students with external community groups as part of my teaching in a systematic, planned way.* Always Regularly Sometimes Rarely Never 6. Any engagement with external community groups/representatives is designed to have meaningful benefit for both the external group (e.g. compensation, building a longer-term relationship) and for the students’ learning.* Always Regularly Sometimes Rarely Never FEEDBACKAs stated in the introduction to this self-assessment tool, we appreciate that the statements raise complex and sensitive issues, and that a level of personal interpretation of these limited statements was needed. Additionally, you will need to take time reflect on the feedback for yourself and consider which elements you feel that you can work on. It is worth sharing the feedback with your colleagues and perhaps creating a plan of action for yourself. For example, every 3-4 months, in collaboration with your colleagues, you could: (a) Read or view one resource from Theme 1: Worldview and Politics and reflect on it; (b) Read or view one more from Theme 2: Views on Higher Education and reflect on it; (c) Take one element of practice from each of Themes 3-5 that you feel you wish to strengthen, replace or adapt; and/or (d) Re-take the self-assessment after two cycles of the above and compare your answers and feedback. Consider if your answers have changed, and if so, why? How are these changed answers reflected in your practice and stance, or in your plans for future practice and efforts to further social justice in higher education?Please remember that because this website does not retain any of your data, you will need to save the feedback you receive at the end of the self-assessment. To do so, you can download a PDF document of the feedback. Please save this PDF on your computer, so that you can return to the self-assessment periodically, and see how your stance and approach to practice changes over time.Theme 1: Worldview and PoliticsSTATEMENTRESULTRECOMMENDATION"The west (Western Europe and North America) has led the rest of the world, historically, in advancing women’s rights" Your response indicates a view of women’s rights, which may not account for the role that western imperialism has played in women’s oppression, and the work that feminists have done internationally to resist such oppression.Your response indicates that you are unsure or have no strong opinion on this issue. It is recommended that you consider the role western imperialism has played in women’s oppression, and the work that feminists have done internationally to resist such oppression.Your response indicates a view of women’s rights which generally recognises the role western imperialism has played in women’s oppression and the work that feminists have done internationally to resist such oppression.For an introduction to these issues, it is recommended that you watch this video on the women's movement around the world. It is also recommended that you read this discussion of Kumari Jayawardena's 2016 book Feminism and Nationalism in the Third World. Additionally, it may be helpful for you to watch this talk on Decolonising Gender by Raewyn Connell.For an introduction to these issues, it is recommended that you watch this video on the women's movement around the world. It is also recommended that you read this discussion of Kumari Jayawardena's 2016 book Feminism and Nationalism in the Third World. Additionally, it may be helpful for you to watch this talk on Decolonising Gender by Raewyn Connell.If you have not already, it is recommended that you read Moraga and Anzaldúa's (2015) This Bridge Called My Back from SUNY Press; Connell and Pearse's (2014) Gender: in a World Perspective; Jayawardena's (2016) Feminism and Nationalism in the Third World; Lorde's (2018) The Master's Tools Will Never Dismantle the Master's House; and Hemmings's (2010) Why Stories Matter: The Political Grammar of Feminist Theory"The right to freely air any and all opinions, viewpoints and perspectives should be universally defended on college campuses, regardless of their impact on different social groups"Your response indicates a view of freedom of speech that may not fully consider the disproportionate impact of specific forms of speech (i.e., hate speech) on marginalised social groups. If you do not already do so, it is recommended that you consider the role of higher education in protecting against harmful speech and the organisation of hate groups on campus.Your response indicates that you are unsure or have no strong opinion about freedom of speech in higher education. If you do not already do so, it is recommended that you consider the role of higher education in protecting against hateful speech and the organisation of hate groups on campus.Your response indicates a view of freedom of speech that may recognise the role of higher education in protecting against hateful speech and the organisation of hate groups on campus.For an introduction to these issues, it is recommended that you read this article by Nesrine Malik on the discourses around race and 'political correctness' and/or this article by David Shih on the politics behind the 'marketplace of ideas.'For an introduction to these issues, it is recommended that you read this article by Nesrine Malik on the discourses around race and 'political correctness' and/or this article by David Shih on the politics behind the 'marketplace of ideas.'If you have not already, it is recommended that you read Titley's (2019) Racism and Media and/or Titley, Freedman, and Khiabany's (2017) After Charlie Hebdo: Terror, Racism, and Free Speech"The majority of students are apathetic to social injustices locally and across the globe"Your response indicates that you may view students as generally uninterested in social justice issues. However, research has shown that students’ civic and political engagements have played a significant role in advancing a number of important social justice issues, such as global climate change, anti-austerity movements, LGBTQIA and women’s rights, and anti-racism. Your response indicates that you may be unsure or have no strong opinion about students’ engagement in social justice issues locally and across the globe. It is worth noting that research has shown students’ civic and political engagements has played a significant role in advancing a number of important social justice issues, such as climate change, anti-austerity movements, LGBTQIA and women’s rights, and anti-racism.Your response indicates you may recognise the variety of students’ concerns and levels of political and civic engagement across contexts. It is recommended that you continue to explore the political diversity of students in the classroom. For an introduction to these issues, it is recommended that you read this article by Maggie Astor on student protest movements and/or watch this video on Bangladeshi student movements.For an introduction to these issues, it is recommended that you read this article by Maggie Astor on student protest movements and/or watch this video on Bangladeshi student movements.If you have not already, it is recommended that you read Morgan and Davis's (2019) Student Activism, Politics, and Campus Climate in Higher Education and/or Quaye et al.'s (2020) Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations."Being an active member of university-level committees, boards, etc., is the most effective means of bringing about positive institutional change."Your response indicates you may perceive that the best avenues for institutional change are through the available channels of authority. While committee and board memberships may afford individuals different positions of power, the impetus for institutional change has rested historically on organising efforts of students and communities both within and beyond HE. It is recommended that you take this into consideration in your approaches to advancing positive change.Your response indicates that you may be unsure or have no strong opinion regarding strategies for institutional change in the higher education sector. While committee and board memberships may afford individuals different positions of power, the impetus for institutional change has rested historically on the organising efforts of students and communities both within and beyond HE. It is recommended that you take this into consideration in approaches to advancing positive change.Your response indicates that you may recognise how, historically, the inclusion of women, gender non-conforming, and racial and ethnic minority students in all levels of education across the globe were advanced through grass-roots movements, various campaign efforts, protests, and other forms of direct action. The most effective means for institutional change has rested on organising efforts both within and beyond HE. For an introduction to these issues, it is recommended that you watch this video featuring Raewyn Connell in a discussion of the 'Good University' and/or this video that examines Kathleen Lynch's Managerialism, Class, Gender, and Care in the Neoliberal University.For an introduction to these issues, it is recommended that you watch this video featuring Raewyn Connell in a discussion of the 'Good University' and/or this video that examines Kathleen Lynch's Managerialism, Class, Gender, and Care in the Neoliberal University.If you have not already, it is recommended that you read Said's (1994) Representations of the Intellectual; Burke's (2012) The Right to Higher Education: Beyond widening participation; Kingsley's (2019) Supporting Transgender and Non-binary Students and Staff in Further and Higher Education; and/or Connell's (2019) The Good University: What Universities Actually Do and Why It's Time for Radical Change."My social identity (e.g. in terms of class, gender, race-ethnicity, sexuality) both consciously and unconsciously influences how I relate to and understand others" Your response indicates that you may recognise how individual experiences of advantage and disadvantage inform our political orientations and engagements. It is recommended that you continue to examine how your own experiences inform your teaching practices and academic engagementsYour response indicates that you may be unsure or have no strong opinion in regards to how individual experiences of advantage and disadvantage inform our political orientations and engagements. It is recommended that you try to examine how your own experiences inform your teaching practices and academic engagements.Your response indicates that you may disagree or be unaware that individual experiences of advantage and disadvantage inform our political orientations and engagements. It is recommended that you try to examine how your own experiences inform your teaching practices and academic engagements.For an introduction to these issues, it is recommended that you read Sensoy and DiAngelo's (2017) Is Everyone Really Equal: An Introduction to Key Concepts of Social Justice Education.For an introduction to these issues, it is recommended that you read Sensoy and DiAngelo's (2017) Is Everyone Really Equal: An Introduction to Key Concepts of Social Justice Education.If you have not already, it is recommended that you read Rowan's (2018) Higher Education and Social Justice: the Transformative Potential of University Teaching and the Power of Educational Paradox; Bhambra et al.'s (2018) Decolonising the University; and/or Stockdill and Danico's (2012) Transforming the Ivory Tower: Challenging Racism, Sexism, and Homophobia in the Academy.Theme 2: Views on Higher EducationSTATEMENTRESULTRECOMMENDATION"Individual admission to third-level education is primarily determined by one’s own talent and hard work" Your response indicates a view of ‘academic merit’ that may not fully consider the historical roles of heteropatriarchy, Eurocentrism, white supremacy, ableism, and class discrimination in shaping students’ opportunities and experiences in higher education.Your response indicates that you may be unsure or have no strong opinion regarding the unjust politics of ‘academic merit.’ It is recommended that you consider the historical roles of heteropatriarchy, Eurocentrism, white supremacy, ableism, and class discrimination in shaping students’ opportunities and experiences in higher education.Your response indicates that you may be aware of the unjust politics of ‘academic merit.’ It is recommended that you continue to consider the historical roles of heteropatriarchy, Eurocentrism, white supremacy, ableism, and class discrimination in shaping students’ opportunities and experiences in higher education.For an introduction to these issues, it is recommended that you listen to this podcast on the 'Myth of Meritocracy' by Ayeisha Thomas-Smith and/or read this paper on economic inequality and class privilege written by Kathleen Lynch and Margaret Crean.For an introduction to these issues, it is recommended that you listen to this podcast on the 'Myth of Meritocracy' by Ayeisha Thomas-Smith and/or read this paper on economic inequality and class privilege written by Kathleen Lynch and Margaret Crean.If you have not already, it is recommended that you read Quaye et al.'s (2020) Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations and/or Grummell et al.'s (2012) New Managerialism in Education: Commercialisation, Carelessness and Gender."The key to addressing inequalities among students is the implementation of equal opportunity policies and practices"The implementation of equal opportunity policies is important in terms of addressing inequalities among students entering higher education. However, these tend to focus on access rather than experience, and less attention is given to how our teaching practices and institutional cultures may contribute to unequal outcomes for students. It is recommended that you consider the historical roles of heteropatriarchy, Eurocentrism, white supremacy, ableism, and class discrimination in shaping students’ experiences throughout your own teaching and academic engagementsYour response indicates that you may be unsure or have no strong opinion regarding equal opportunity policies and practices. These are important in terms of addressing inequalities among students entering higher education. However, they tend to focus on access rather than experience, and less attention is given to how our teaching practices and institutional cultures may contribute to unequal outcomes for students. It is recommended that you consider the historical roles of heteropatriarchy, Eurocentrism, white supremacy, ableism, and class discrimination in shaping students’ experiences throughout your own teaching and academic engagements.Your response indicates that you may perceive the implementation of equal opportunity policies and practices as being only one element in addressing inequalities among students in higher education. While it is important to recognise the diversity of students who enter into HE, it is also important to question both teaching and institutional practices and policies that hinder students’ academic engagements. It is recommended that you continue to explore the history of exclusions and institutional cultures that may contribute to students’ learning throughout your own teaching and professional development.For an introduction to these issues, it is recommended that you listen to this podcast on the 'Myth of Meritocracy' by Ayeisha Thomas-Smith and/or read this paper on economic inequality and class privilege written by Kathleen Lynch and Margaret Crean.For an introduction to these issues, it is recommended that you listen to this podcast on the 'Myth of Meritocracy' by Ayeisha Thomas-Smith and/or read this paper on economic inequality and class privilege written by Kathleen Lynch and Margaret Crean.If you have not already, it is recommended that you read Ching's (2018) Confronting the Equity ‘Learning Problem’ through Practitioner Inquiry in The Review of Higher Education, 41(3): 387-421; Bensimon's (2009) The Diversity Scorecard: A Learning Approach to Institutional Change in Change: The Magazine of Higher Learning, 36(1): 44-52; Ahmed's (2012) On being included: Racism and diversity in institutional life; and/or Pascarella and Terezini's (2005) How college affects students: A third decade of research (Vol. 2)."I am comfortable discussing patterns of educational inequality and bias affecting students from minority and marginalised backgrounds (e.g. along socio-economic, racial-ethnic, religious, ability or sexuality lines) with my colleagues" Your response indicates that you are comfortable speaking about racism, xenophobia, homophobia, ableism and class discrimination in higher education with your colleagues. If you and your colleagues do not already organize to address these issues with university administration and management, it worth considering doing so and sharing your experiences with othersYour response indicates that you are unsure or have no strong opinion regarding your engagement with colleagues in discussions of racism, xenophobia, homophobia, ableism and class discrimination in HE. It is recommended that you consider educators’ duty of care to students experiencing inequality and bias and the role that we have in terms of shaping the institutional structures and cultures in which student learning takes place.Your response indicates that you are uncomfortable engaging colleagues in discussions of racism, xenophobia, homophobia, and ableism in HE. In addition to thinking about the reasons for your own discomfort, it is recommended that you consider educators’ duty of care to students experiencing inequality and bias and the role that we have in terms of shaping the institutional structures and cultures in which student learning takes place.For an introduction to these issues, it is recommended that you read Willson et al.'s (2016) paper entitled Supporting the Success of Students of Color: Creating Racial Justice Through Student ActivismFor an introduction to these issues, it is recommended that you read Sensoy and DiAngelo's (2017) Is Everyone Really Equal: An Introduction to Key Concepts of Social Justice Education and/or watch this video featuring Gloria Ladson-Billings (from 45 mins.) on 'the education debt.'If you have not done so already, it is recommended that you read Sensoy and DiAngelo's (2017) Is Everyone Really Equal: An Introduction to Key Concepts of Social Justice Education and/or watch this video featuring Gloria Ladson-Billings (from 45 mins.) on 'the education debt.'"My primary role as a teacher and/or supervisor is to give students skills which enhance their employability"Your response indicates that you may be aware of students’ material circumstances and appreciate how their academic experiences can affect their future capacities to procure work. If you do not already do so, it is also worth considering that many students are already working to make ends meet and graduates are faced with a rising lack of secure and permanent jobs. It is recommended that you examine how your teaching incorporates these realities in both your classroom discussions and curricular design. Crucially, it is recommended that you consider whether your students are not only able to critically discuss these issues but also feel empowered to change them.Your response indicates that you may be unsure or have no strong opinion regarding the centrality of students’ employability in your teaching engagements and supervision. It is worth considering that students’ academic experiences can affect their future capacities to procure work. At the same time, many students are already working to make ends meet. Graduates are also faced with a rising lack of secure and permanent jobs. It is recommended that you examine how your teaching incorporates these realities in both your classroom discussions and curricular design. It is also worth exploring whether your students are not only able to critically discuss these issues but also feel empowered to change them.Your response indicates that you do not perceive students’ employability as a principal outcome of your teaching and supervisory engagements. However, it is worth considering how students’ academic experience can affect their future capacities to procure work. At the same time, many students are already working to make ends meet. Graduates are also faced with a rising lack of secure and permanent jobs. It is worth considering whether or not you take up these issues in your broader academic engagements and in your teaching. It is recommended that you consider whether your students are not only able to critically discuss these issues but also feel empowered to change them.For an introduction to these issues, it is recommended that you read Higdon's (2016) Employability: the Missing Voice in Power and Education, 8(2): 176-95.For an introduction to these issues, it is recommended that you read this article by Ekaterina Chertkovskaya in the Guardian about employability in public debate.If you have not done so already, it is recommended that you read this article by Ekaterina Chertkovskaya in the Guardian about employability in public debate."It is important to raise issues and criticisms in my department/the wider university regarding problematic issues arising for students and staff" Your response indicates that you may recognise how inequality and bias could adversely affect your students and colleagues. If you and your colleagues do not already organize to address these issues more broadly so as to effect institutional change, it worth considering doing so and sharing your experiences with others.Your response indicates that you are unsure or have no strong opinion regarding problematic issues that may arise among your students and colleagues. It is recommended that you consider the extents to which inequality and bias can adversely affect all those around you, and the ways in which your voice can effect institutional change.Your response indicates that you disagree or are uncomfortable with criticising your department and wider university when it comes to problematic issues that may arise among your students and colleagues. In addition to thinking about the reasons for your disagreement or discomfort, it is recommended that you consider the extents to which inequality and bias can adversely affect all those around you, and the ways in which your voice can effect institutional change.For an introduction to these issues, it is recommended that you read Connell's (2019) The Good University: What Universities Actually Do and Why It’s Time for Radical Change.For an introduction to these issues, it is recommended that you read Connell's (2019) The Good University: What Universities Actually Do and Why It’s Time for Radical Change.If you have not done so already, it is recommended that you watch this video featuring Raewyn Connell in a discussion of her book, 'The Good University'"It is part of my role to openly demonstrate solidarity with teaching staff who are on hourly paid and fixed-term contracts" Your response indicates that you recognise the extents to which your students and colleagues working in hourly-paid and fixed-term contract positions are disadvantaged and undercompensated. It is recommended that you refuse to engage in exploitative practices that may further entrench these inequalities. If you and your colleagues do not already organize to address these issues at an institutional level, it is worth considering doing so and sharing your experiences with others.Your response indicates that you are unsure or have no strong opinion about your students and colleagues working in hourly-paid and fixed-term contract positions. It is worth considering the extents to which HE institutions rely on precariously employed individuals, such as those in your own college or school, who are pressed to subsist on below-poverty wages. It is recommended that you think about the ways in which reliance on precariously employed colleagues facilitates or is similar to your own working conditions, and how our collective silences and complicities can further entrench existing inequalities.Your response indicates that you do not perceive supporting students and colleagues working in hourly-paid and fixed-term contract positions as part of your own academic role. However, it is worth considering the extents to which HE institutions rely on precariously employed individuals, such as those in your own college or school, who are pressed to subsist on below-poverty wages. It is recommended that you think about how reliance on precariously employed colleagues facilitates or is similar to your own working conditions, and how our collective silences and complicities can further entrench existing inequalities.For an introduction to these issues, it is recommended that you read Bousquet's (2008) How the University Works: Higher Education and the Low Wage Nation.For an introduction to these issues, it is recommended that you see this presentation by Theresa O'Keeffe and Aline Courtois on 'The Hamster Wheel of Precarity' and/or read this report published by the University College Union in the UK about 'counting the costs of casualisation.'If you have not done so already, it is recommended that you see this presentation by Theresa O'Keeffe and Aline Courtois on 'The Hamster Wheel of Precarity' and/or read this report published by the University College Union in the UK about 'counting the costs of casualisation.'THEME 3. ENGAGING STUDENTSHiddenENGAGING STUDENTSYour responses indicate minimal engagements with diverse student identities and experiences. Consider learning more about teaching diverse student groups from the University of Michigan's resources on Diversity and Inclusive Teaching and/or Yale's Poorvu Centre for Teaching and Learning.Your responses indicate occasional efforts to present your teaching as a public, community-oriented act. Consider learning more about teaching diverse student groups from the University of Michigan's resources on Diversity and Inclusive Teaching and/or Yale's Poorvu Centre for Teaching and Learning.Your responses indicate a regular effort to engage with diverse student identities and experiences, with certain aspects of your practice needing a more systematic focus. Consider learning more about teaching diverse student groups from the University of Michigan's resources on Diversity and Inclusive Teaching and/or Yale's Poorvu Centre for Teaching and Learning.Your responses indicate a highly consistent and thorough effort to engage with diverse student identities and experiences. If you do not already share your approach with others, it worth considering doing so.THEME 4. TEACHING SOCIAL JUSTICEHiddenTEACHING SOCIAL JUSTICEYour responses indicate minimal engagement with teaching about and for social justice. Consider reading Sensoy and DiAngelo's (2017) Is Everyone Really Equal: An Introduction to Key Concepts of Social Justice Education.Your responses indicate occasional efforts to teach about and for social justice. Consider reading Sensoy and DiAngelo's (2017) Is Everyone Really Equal: An Introduction to Key Concepts of Social Justice Education.Your responses indicate a regular effort to teach about and for social justice, with certain aspects of practice needing a more systematic focus. Consider reading Sensoy and DiAngelo's (2017) Is Everyone Really Equal: An Introduction to Key Concepts of Social Justice Education.Your responses indicate a highly consistent and thorough effort to teach about and for social justice. If you do not already share your approach with others, it is worth considering doing so.THEME 5. TEACHING AND COMMUNITYHiddenTEACHING AND COMMUNITYYour responses indicate minimal engagement with the idea of teaching as a public, community-oriented act. Consider reading Michigan State University’s Service Learning Toolkit.Your responses indicate occasional efforts to present your teaching as a public, community-oriented act. Consider reading Michigan State University’s Service Learning Toolkit.Your responses indicate a regular effort to present your teaching as a public, community-oriented act, with certain aspects of practice needing a more systematic focus. Consider reading Michigan State University’s Service Learning Toolkit.Your responses indicate a regular effort to present your teaching as a public, community-oriented act, with certain aspects of practice needing a more systematic focus. Consider which elements of the self-assessment list (link to a list) you might wish to work on. THANK YOUThank you for completing the DISCs Self-Assessment Tool. To view a copy of your results in PDF form, please click on the 'submit' button below. Additionally, if you would like to download a copy of the themes and statements presented throughout the tool, please click here.
