Diversity Training Project

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N. Rachael Sweeten

Content Development 4 Report

Alignment
Specific instructional Objectives for Module 1 include introducing learners to the concepts of
microaggressions within scenarios based upon real-life reports form minority students. The
progression of knowledge begins with evaluating the situations based upon assuming the
perspective of the receivercolloquially Putting themselves in someone elses shoes.
The Knowledge acquisition and application in Module 2 Scenarios moves to applying decisionmaking and prioritizing follow-up options for actions after offenses have already occurred. Since
communication errors like Microaggressions are considered inevitable, the learning focus is on
helping learners to stay engaged and evaluate varying level of acceptable, neutral and
undesirable options for follow-up. Referencing the Revised Storyboard (Addendum A) and the
Instructional Goals.

Content
The content includes:

Optional Pre-Test
Optional Demographics & Personal History
Module 1 Introduction
Scenario 1: Linda & Lin Li
Question 1
Scenario 2: Choose your major.
Question 2
Scenario 3: Curious Classmate
Question 3
Intro to Module 2: Lets Talk
Scenario 4: Oh Really?
Question 4
Scenario 5: Start Seeeing Color
Question 5
Closing Slide
Optional Post-Test
Optional Thank you Letter

Question 6: Still referencing Scenario 5

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Presentation Strategies
The Captivate module houses all of the Instructional components, including video animations
and Quiz Questions. The optional Pre- and Post-test, as well as the Demographic and Personal
History are housed as Google Surveys.

Documentation
The Toronto Empathy Questionnaire is the Instrument for the Pre & Post-Test.
The REST Questionnaire has been adapted from workplace scenarios to the University Setting.
The surveys feed into a Google Forms spreadsheet so that the SMEs can evaluate the Qualitative
data as well as the Quiz answers.

Formative Assessment Strategies

The strategies employed for formative assessment with the greatest benefit are
feedback for correct and incorrect answers in the quizzes. Because the goal is
learner engagement with the material, as opposed to a specific quiz score, the ideal
measure of engagement will be time spent on the project, added to completion of
all items in the learning modules, Pre-test, Post-test, and Demographics & Personal
History Survey.

Revisions
The revision notes provided by the SME included wordsmithing for questions. This is vital
since the wording is a major issue in gaining understanding, as well as technical accuracy.
Revisions in the project development have included word changes in videos, which is a timeconsuming and undesirable issue. This revision and re-editing has been accomplished according
to the SME requests, with a few minor exceptions due to availability of voice actors. In keeping
with the project timeline, the minor changes were conversational ending and had to be set aside
for the time being, in favor of completing the project on time.

Interaction & Collaboration

Primary collaborators have been Sue Morrow and Karen Tao of the University of Utah EDPS
Educational Psychology Department. Both experts have given interviews and comments, with
the follow-up and revision notes provided by Karen Tao. Ms. Tao has reviewed storyboards for
written notes, as well as being given access to the website hosting preliminary video animations
and drafts of questions.

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Links
Project Site:
https://drive.google.com/file/d/0ByEsnn1VhCTdSlJ1X1F3N0Y1alE/view?usp=sharing
Link to SME Interview recording is embedded on site. (Available with permission request only.)

Upcoming Development
The next phase includes securing SCORM hosting, preferably through Canvas
LTI/APPs or Admin-level integration approvals. This will enable existing Canvas
Course sites to host the Captivate Objects, as well as the Google Form surveys, with
incurring additional cost.

Appendix A: SME/Client Revisions, Karen Tao

Step (Slide)
Intro
*Optional pre
& Post test
Pre-Test
*Optional
Opening
Purpose
Statement
Intro
What if
GoAnimate
(Production
software)

On-Screen Action

Audio Script
Music-stock

U of U Educational Psychology
Diversity Committee presents:
What if

Animated images

What if simple actions--from you--could

make someones day?

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What if a few words or a facial
expression could help fellow students
feel welcome and safe?

Text:
Caring

What if you can help create a peaceful,

productive environment on Campus
and it costs you nothing but caring?

Character nods yes.

Smiling face or victory pose.

Well, you can. Its true. You can use

you influence to create a welcoming
social atmosphere at U of U.
Would you be willing?

(Option* Yes Button or

Proceed button in Captivate)

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Step (Slide)
Module 1
Slide M1-1
Scenario 1

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On-Screen Action

Audio Script

Scenesimple path, outdoors

(ext. day)
2 Characters
White Female and Asian Male.
Linda and Lin Li.

You may have noticed that there can be

a huge difference between what you
mean to sayand what another person
hears.

M1-2

2 Characters
White Female and Asian Male

Female: Oh Hey Lin, I really need your

help. You must be good at Math, right?

M1-3

Same Characters
Lin Li walking away.

Lin Li thought bubble

How rude.

M1-4

Linda:
Thought Bubble text
Thats a compliment

Linda calling after Lin Li:

Thats a compliment. I mean because
youre so smart.

M1-5

Linda walks away:

Thought bubble:
Just yesterday, I asked if he
knew Karate. What is his
problem?

Linda and Lin

Li

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Step (Slide)
M1-6

On-Screen Action
Back to scene, 2 Characters
Insert Multiple Choice
Question:
What went wrong in this
communication:
Why is Lin insulted?
a.
b.
c.
d.

M1-7

Feedback:
Visual
What Linda cannot possibly
know:
This is the third time hes
heard it this week.
The last guy asked Lin to tutor
him Karate. Karate is
Japanese, Lin Li is Chinese.

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Audio Script

Feedback 2: Audio
Lin: She thinks all Asians are the
same. Were all good at one thing. Im
not even an individual person with
feelings to her.

M1-8
Scenario 2
Choose Your
Major

Scene 2
Older adult Caucasian sits with
Younger student-Black.
Text reads: Choose Your Major

Student: Id like to know more about

majoring in Microbiology.
Advisor: Perhaps you should look into
less challenging subjects like AfricanAmerican Studies.

M1-9

Text:
This happens!

Screech.

Insert Multiple choice quiz

M1-10
a.
b.
c.
d.

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Step (Slide)
Module 2
M1-11

On-Screen Action

Audio Script

Feedback

Consider how you would feel if

someone said this to you, or your
best friend, or your sister.

M1-12

(Pause)

Now picture this happening several

times a day.
Would it start to affect your attitude?
You might feel

Student nodding head

M1-13

(text)
You might feel:
Angry,
Isolated
or
A loss of hope.

You might feel:

Angry,
Isolated
or
A loss of hope.

M1-14
Scenario 3
Curious

3 characters
Angie (Caucasian Female)
Paul (Caucasian dark-haired
male)
Andy (East Indian looking
male, no accent)

Angie to Andy: So where are you

from?
Andy: Tennessee.
Angie: No, where are you really from?

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M1-15

Blank thought bubbles above

all three.
Heading above Paul and
Angie.
What they mean

Step (Slide)
M1-16

On-Screen Action
Thought Bubble Paul
Hi
Im curious

Audio Script
Hi.
Im curious about your background and
cultural heritage.

M1-17

What Andy hears:

Record scratch audio

Insert Multiple Answer Quiz

Regardless of what was
intended, please answer from
Andys perspective. Which of
these thoughts might cross
Andys mind?
1. I feel shut out, like an
outsider.
2. To them, I will never belong.
3. They dont consider me
equal as a person.
4. They are making fun of me
5. They want to come to my
house for dinner.
6. I wish I was anywhere but
here talking to these two
people.
7. They must really want to
know a lot about me to ask
about my grandparents home
in rural India.
8. I wonder if they are
traveling to India.

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M1-18
Scenario 3
close.

M2-1
Intro to
Module 2
Directions and
Purpose
statement for
Module 2
Intro title:
Lets Talk

Light music
Images of people walking.
Text:
Lets talk.

M2-2

Step (Slide)
M2-3

Communication is a risk.
Every time we speak to someone, we
may be misunderstood.

We may have beliefs or attitudes that

genuinely frighten or offend other
people.

On-Screen Action
One character in the crowd
shrugs.

Audio Script
So what is the solution?
Do we simply avoid talking to each
other at all?

M2-4

Question mark.

Heres and idea: Lets talk.

One common communication issue is
called: Microaggression.
One reason is because these everyday
conversational insults are experienced
so differently by the person speaking
and the person receiving the
comments.

Diversity Training Project

M2-5

an everyday slight, putdown,

indignity, or invalidation directed
toward a marginalized group,
intentionally or unintentionally.

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The truth is: this happens a lot. We all
take our turn making offensive remarks
and receiving them.
So, the real opportunity lives in our
followup actions. After a comment is
madethen what?

Dr. Derald Sue

M2-6
Scenario 4
Really?

2 Characters: Caucasian Male

and Black/mixed-race Female.
(Int. day)
Pete (Caucasian) & Shawna
Classroom setting with sign
Scholarship Meeting.

Pete: Hi. Im new here too. Are you

here on one of those Affirmative Action
Scholarships?

M2-7

Pete and Shawna sit in the

classroom.
Shawna reacts with disgust.

Record scratch or lightning bolt Audio

effect.

N.Rachael Sweeten

Step (Slide)
M2-8

On-Screen Action
Text:
Really?

Audio Script

Diversity Training Project

M2-9
Scenario 2
Follow-up to a
mistake

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Insert Quiz Question

Prioritizing a list of follow-up
options.
Text: Now that Pete realizes he
has offended Shawna, he must
decide what to do next.
Assuming Pete feels remorse
and want to improve the
situation, please reorder this
list of follow-up actions in
descending order of
usefulness, placing Petes
most considerate choice 1st.

M2-9

Insert drag-n-drop answers:

1. Pete immediately apologizes
to Shawna and then remains
quiet to give her a chance to
speak or react. I am sorry. I
had no business saying that
2. Pete stays quiet for the
remainder of the meeting,
avoiding eye contact with
Shawna.
3. Pete proves how bad he
feels by verbally beating
himself up, explaining, I can
be an idiot. I have always had
a bit of a problem you see, I
come from a long line of stupid
people.
4. Petes minimizes the
damage by quickly saying
something positive. You seem
smart. Dont worry. You will
probably get the scholarship.
5. Pete leaves the meeting
room as soon as possible, to
keep from making the
situation even more
uncomfortable.
6. Pete acknowledges his error,
apologizes, and says, Wow, I
should not have said that.
Please forgive me if you can.
Your opinion matters to me.
7. Pete doubles-down by
explaining why he made his
comment, and what he really
meant. I just mean that Ive

Audio or text examples

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been feeling a lot of pressure

with school. It seems like all
the scholarships are taken by
people with lower scores than I
have.

M2-10

Feedback

M2-11

Quote from Sue Morrow or

Karen Tao:

Step (Slide)
M2-12
Scenario 3

On-Screen Action
Meg-Caucasian female
Marlene- Caucasian female
Sherry- Black female
Rosa-Latina female
Sherry followup thought
bubble: The police sure see it.
Jobs see itand the rest of the
time were invisible.

M2-13

Graphic
This group project isnt going
well.
What now?

Audio Script
Meg: Well we only have a week to get
our project done. Sherry, maybe you
can write something from the Black
perspective.
Sherry: I am not really a black
representative. Im just me. Maybe we
could all just interview some people of
color.
Marlene: Well, Sherry, I dont see
color.
Sherry: Maybe its time you started to
see color.
This group project isnt going well.
What now?

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M2-14

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Insert multiple choice: Text

What are some ways that Meg
might follow-up this
conversation to improve the
situation and preserve their
relationships after she
comments on Black
perspective to her partner,
Sherry?
a.
b.
c.
d.

M2-15

Feedback

M2-16

Prioritize:
What are some options for
Marlene to see color and
follow-her comments in a
positive way that shows her
group she cares? (Please rank
the following options from best
to worst, for retaining the
possibility of a positive future
relationship.)
a.
b.
c.
d.
e.

Step (Slide)
M2-17

On-Screen Action
Feedback
What Marlene doesnt know:
Denying that she sees color
doesnt make Rosa or Sherry
feel safer, more accepted, or
more respected. It feels like a
person of privilege pretending
the problem is not that bad, or
that Meg believes she is not

Audio Script

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part of the problem.

What Meg believes matters to
Meg.
What Rosa believes matters to
Rosa.
To have a relationship in a
predominantly white school,
Meg and Marlene can help
most by caring about Rosas &
Sherrys experiences.

Step (Slide)
M2-18

END

On-Screen Action
Closing screen
Or
Optional Post test for Empathy.

Audio Script