Assessment

Overview

The Intergroup Dialogue Project (IDP) is committed to providing scaffolded educational opportunities that are rooted in core intergroup dialogue processes and tailored to the needs of different constituencies. By assessing each of our offerings, we are able to capture a range of perspectives, thereby allowing us to better understand the needs of Cornell’s students, faculty, and staff, the impact of our work, as well as ways to improve our programming. Our approach to measuring impact varies depending on the programming being assessed; the depth of learning that can be expected in one 3-hour-long workshop is different from what participants might learn in a course that takes place across 13 weeks. We apply both qualitative and quantitative research methods in an effort to produce a thorough analysis of our work. 

Co-learning, the concept that everyone has things to learn and things to teach, is foundational to the programming we offer and also our approach to assessment. IDP creates environments in which we can teach people how to dialogue, and many of our assessment practices are aimed at elucidating what participants learn from us. Though we come to this work with specific experience and expertise, we also acknowledge the limits of what we know and actively seek out opportunities to go beyond our existing knowledge. IDP’s assessment work informs our understanding of what participants know, what they can teach us, and how they can be agents of change in creating more inclusive communities on campus and beyond. 

The stakes of this work are high; IDP is supporting those who strive to create a more inclusive campus and a world with more equity, dignity, and respect. Assessing IDP’s impact is one manifestation of our commitment to providing high-quality programs that help individuals cultivate skills, knowledge, and relationships necessary for communicating, collaborating, and connecting across difference.

Tools

Surveys

We use surveys to collect data about participants’ attitudes, interests, and what they think about the skills and information covered during their time with IDP. Pre- and post- surveys enable us to measure change among those who participate in our courses, whereas post-surveys administered in one-time workshops offer a snapshot of participants’ perspectives at the session’s end.

Written work

Written reflections completed by course participants provide yet another rich source of data, with periodic reflections making it possible to look at changes that occur throughout the semester and final papers or projects yielding insight into how participants synthesize numerous ideas and experiences.

Interviews & Focus Groups

When possible, focus groups or interviews are used to provide yet another avenue for participants to share their perspective.

Facilitator Feedback

Finally, our peer-facilitators provide data reflecting their own experience of a workshop or course, contributing more nuance to our understanding of IDP’s impact.

Development Areas

We focus our assessment on the following four development areas:

Two human icons

Human Connection

Strengthening our innate capacities to connect authentically with ourselves and others.

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Social Identity

Exploring the impact of social identities on individuals’ feelings, perspectives and experiences; and understanding how identities are linked to discrimination and privilege at individual, interpersonal and institutional levels.

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Intergroup Communication

Collaborative communication in which we broaden our perspectives, challenge preconceived notions, build relationships and develop mutual understanding.

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Strategic Change

Comprehending our own roles in complex systems of inequity, pursuing opportunities for social change, and leveraging personal and collective resources to strive for social justice.

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“…everyone was so different and had so many different experiences to share and bring to the conversation. I learned how much there is to get to know about somebody and the ability to empathize with them even when your values and beliefs don’t align with theirs.”

– EDUC 2610 student

“…I came to understand that experience within a social identity group can range widely, and that a one-size fits all solution will not suffice. As a future human resources leader… blanket policies and practices are not enough in our globalized economy – it will be up to myself and my generation… to create work environments in which different experiences, identities, and outcomes are valued, rather than jammed into a box we call ‘policy.'”

– NBA 6870 student

“…one of the main things I have learned about dialogue is that you don’t have to convince anyone of anything. The whole point of dialogue is to communicate across differences and to learn from people with other experiences and viewpoints than you. It was a real turning point for me when I realized that my ideas were just as valid as anyone else’s, and that others could benefit and learn from experiences in life that I have had that may expand their perspective.”

– EDUC 2610 student

“Privilege was… something that I did not understand… because I never really took the time to… apply it to my own life. I may have even been a bit defensive when I heard the word… I now realize that while each dominant group that I belong to affords me privilege…privilege does not need to be “proven” or “protected” and others will not resent me because I have it but will resent me if I do not use its power to be heard, shape norms, and/or give means/opportunities to others who do not have it.”

– NBA 6870 student

“I learned how to listen and be present to show respect in a conversation, especially me who is really shy about meeting people who are new and forging connections that are new.”

– Community at Cornell participant

“As I reflect on the dialogues and activities from this class, I am leaving with an understanding of individuality and intersectionality. These shape experiences and make it difficult to create large scale social change, since I can no longer point a finger at anyone in particular. But the skills I have acquired from this class will be valuable for stepping into the world to create that change in any way possible.”

– EDUC 2610 student

“Tools like LARA, generative listening and strategic questioning have not only made it easier to transmit the message I want to send, but they make me a better listener and thus a better learner. Something I have realized in the last year is that every day, every conversation is an opportunity to listen and learn.”

– EDUC 4826 students

“This course has given me the confidence to engage in these issues that once terrified me. Using the tools of dialogue and the experiences and knowledge I have taken away from this course, I am now comfortable engaging in dialogue surrounding issues of social identity…in a way that is productive and feasible. If I have taken nothing else away from this course, it is that: the ability to talk to people about things that are hard, even if I feel like I don’t have the words.”

– EDUC 2610 student