Rubrics

Sourcing The Content Knowledge:

• Participants grasp the context and focus of ARE initiatives
• They understand the reality and impact of achieving racial equity in the workplace
• Participants recognize the role of implicit bias and microaggressions as structural/systemic barriers and obstacles, including racial trauma in higher education

Skills:

• Participants can identify potential barriers to ARE
• They intentionally engage in ARE efforts when needed
• Participants seek diverse perspectives on ARE issues and ask critical questions
• They maintain a learner-focused approach, being open to new information
• Participants recognize dissonance as an opportunity for deeper inquiry into ARE

Actions:

• Participants gather data on ARE using available tools.
• They identify and understand problems related to ARE, including structural/systemic barriers like implicit bias and microaggressions.
• Participants recognize specific ARE matters that need closer attention, such as addressing the impacts of implicit bias and microaggressions.

Knowledge:

• Participants make sense of ARE’s reality and impact on racial inequities in the workplace
• They analyze data using research evidence and suitable frameworks, including those highlighting the effects of implicit bias and microaggressions
• Participants consider options based on evidence of effective ARE strategies, including addressing impacts of implicit bias and microaggressions

Skills:

• Participants evaluate the adequacy of findings and address differing interpretations of data, including those concerning impacts of implicit bias and microaggressions
• They scrutinize data with an open mind and handle both qualitative and quantitative data
  
• Participants assess their capability and capacity for improvement and seek external expertise if required
• They reflect on their strengths and areas for improvement related to addressing impacts of implicit bias and microaggressions

Actions:

• Participants identify areas for change and those that remain effective without change. • They prioritize resource allocation to achieve equitable outcomes
• Participants assess available resources to take action

Knowledge:

• Participants synthesize advanced knowledge of ARE’s impact and its interconnections with systemic racial inequities
• They critically analyze and synthesize complex research evidence, combining various frameworks to inform strategies that address structural barriers
• Participants evaluate the effectiveness of ARE strategies, considering evolving contexts and ongoing challenges

Skills:

• Participants facilitate collaborative discussions, guiding colleagues in navigating complex ARE challenges and potential solutions
• They demonstrate an ability to adapt strategies based on emerging data and insights, ensuring continued relevance and impact
• Participants mentor and guide others in addressing the impacts of implicit bias and microaggressions, fostering a culture of continuous improvement

Actions:

• Participants lead the identification and implementation of transformative change, addressing structural barriers and promoting racial equity across the organization.
• They leverage their expertise to strategically allocate resources, ensuring that initiatives aimed at equitable outcomes receive necessary support.
• Participants demonstrate an exceptional ability to assess available resources and creatively mobilize them to take impactful action in ARE efforts.
• They exhibit a steadfast commitment to advancing racial equity, driving tangible progress and outcomes in ARE matters while inspiring others to do the same

• Over a 6-month period, participants create self-assessment narratives and surveys to outline their initial progress and set at least one goal for the 1-year capstone, utilizing at least one tool
• In the 1-year timeframe, participants complete surveys indicating at least 2 KSAs relevant to the professional tier, with at least 3 goals for the 3-year capstone and engage in “Train the Trainer” activities
• Over 3 years, participants further enhance their competencies, participating in service as “Train the Trainer” and setting goals for future implementation.

• Participants’ progress is tracked through self-assessment narratives, surveys, and documented use of tools
  
• Goals and learning experiences are tracked in a journal
  
• Progress in identifying implicit bias is measured by retaking the Implicit Association Test

• Participants express their enthusiasm for learning and making a positive impact in their workplace through ARE initiatives.
  
• They affirm their commitment to continued learning and growth in the field of ARE.
  
• Participants recognize the significance of addressing ARE for creating equitable and inclusive workplaces.

Knowledge:

• Foundational: Demonstrates an understanding of the basic concepts of ARE, including implicit bias and microaggressions
• Intermediate: Demonstrates a deeper understanding of the concepts of ARE, including the impact of implicit bias and microaggressions on individuals and organizations
• Advanced: Demonstrates a comprehensive understanding of the concepts of ARE, including the history, theory, and practice of achieving racial equity

Skills:

• Foundational: Demonstrates the ability to identify and challenge implicit bias in oneself and others
•  Intermediate: Demonstrates the ability to use data and research to assess the impact of implicit bias and microaggressions
• Advanced: Demonstrates the ability to develop and implement strategies to address implicit bias and microaggressions

Actions:

• Foundational: Takes steps to increase awareness of implicit bias and microaggressions
•  Intermediate: Takes steps to challenge implicit bias and microaggressions in oneself and others
• Advanced: Takes steps to address implicit bias and microaggressions in organizations and institutions

• Foundational: Self-assessment narrative and survey indicating at least 1 KSA relevant to professional tier, with at least 1 goal for the 1-year capstone and use of at least 1 tool towards the goal
•  Intermediate: Self-assessment narrative and survey indicating at least 2 KSAs relevant to professional tier, with at least 2 goals for the 1-year capstone and use of at least 2 tools towards the goal
•  Advanced: Self-assessment narrative and survey indicating at least 3 KSAs relevant to professional tier, with at least 2 goals for the 1-year capstone and use of at least 2 tools towards the goal.

• Knowledge: Participants will be assessed on their knowledge of the concepts of ARE through a combination of written assessments, oral presentations, and group discussions
• Skills: Participants will be assessed on their skills in identifying and challenging implicit bias and microaggressions through a combination of observation, performance assessments, and self- reflection
• Actions: Participants will be assessed on their actions to address implicit bias and microaggressions through a combination of self-reflection, peer feedback, and supervisor evaluations

• Foundational: Participants will reflect on their learning and experiences by writing a journal entry or completing a reflection paper 
• Intermediate: Participants will reflect on their learning and experiences by participating in a group discussion or presenting their work to a panel of experts
• Advanced: Participants will reflect on their learning and experiences by developing a plan for future action and sharing their work with a wider audience