Identities in Context

Course Design Materials

Equity and Global Identities / IIC Overview / IIC Course Design Materials

EGI: Identities in Context Learning Outcomes

Students who complete this course will be able to:

Examine interdependent / interrelational qualities of identity categories such as nationality, ethnicity, religion, gender, race, class, ability, and sexual orientation
Analyze how interdependent / interrelational identities are constructed through and shaped by relations of power
Assess how other people’s social identities and biases shape and are shaped by their interactions within a social context
Articulate how one’s own notions of identity and otherness are contingent on the social contexts in which they develop and which they in turn shape

University Core Learning Outcomes

Equity and Global Identities: Identities in Context courses must be directed toward achievement of their Core component learning outcomes in order to introduce, develop, and achieve the relevant Core SLOs connected to this course in the overall Core design.

SLO 5: All SLU graduates will be able to analyze how diverse identities influence their lives and the lives of others.
- Identities in Context courses must introduce students to and ensure that students develop and achieve the ability to analyze how diverse identities influence their lives and the lives of others.

Essential Criteria

Essential Criteria IIC.pdf

Engage students in an exploration of interdependent / interrelational identities—including but not limited to ethnicity, religion, gender, race, class, ability, and sexual orientation.
Require students to examine at least two intersecting identity categories to illuminate this attribute’s central consideration of intersectional identity in formation.
Lead students in an exploration of the ways in which these identities are constructed—historically, culturally, socially, and/or linguistically—through social interactions within relations of power.
Require students to reflect on the ways in which their own identities and biases – as well as those of others – shape and are shaped by their life experiences and social context.
Require students to produce an artifact or artifacts that can be used to assess student achievement of the required course learning outcomes.

Resources for Identities in Context

University of Michigan, Inclusive Teaching, "Facing History and Ourselves."

https://www.facinghistory.org/resource-library/standing-democracy/transcending-single-stories

"Social Identity Wheel." https://sites.lsa.umich.edu/inclusive-teaching/sample-activities/social-identity-wheel/
"Social Identity Wheel." https://images.app.goo.gl/fTbGrkAhhrtQMLgy9
"Why Black Lives Matter in the Humanities" University of Maryland Department of English https://www.youtube.com/watch?v=UtiXVa9onO0&feature=youtu.be
Ashley Davis, Rebecca Mirick and Barbara McQueen"Teaching from Privilege: Reflections from White Female Instructors," https://journals-sagepub-com.ezp.slu.edu/doi/pdf/10.1177/0886109914560742 Pius Library electronic resources; sign in to SLU).
Fordham University, LGBTQ Inclusive Curriculum and Classroom Climate
Difference Matters: A Resource on Diversity, Identity, and Communication (Brenda Allen, University of Colorado Denver)

Additional Course Design Resources

Sample Syllabi

Submission Guidelines

Artifacts and Assessment

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