Multicultural Awareness Project for Institutional Transformation (MAP IT) 
Faculty and Instructional Staff Form (Form F)

This questionnaire is designed for postsecondary education professionals directly involved in classroom teaching, whether as full-time permanent faculty, part-time temporary instructors, or graduate teaching assistants.

Following each of the guiding principles provided below are questions designed to assist in assessing the extent to which the [insert name of program, department, or unit here] supports that principle in daily practice. When responding to these items, think broadly and inclusively about such terms as “multicultural” and “diverse groups” (i.e., to include race, religion, gender, ethnicity, culture, home language, social class, sexual orientation, age, and disability). Please respond using a scale of 1 to 4 in which 1=never or almost never, 2=occasionally, 3=often, and 4=almost always or always. If the item does not apply to your job, indicate so by selecting not applicable (NA).  If you have inadequate information, indicate so by selecting don't know (DK).  A space for comments has been provided at the end of each section.  

Guiding Principle 1:
The educational institution should articulate a commitment to supporting access to higher education for a diverse group of students, thus providing the opportunity for all students to benefit from a multicultural learning environment. 

1.1 As you understand the mission of [insert name of institution here], does that mission make a commitment to access for diverse students?

1.2 Is a commitment to multicultural issues central to the mission of [insert name of institution here]?

1.3 Does [insert name of institution here] support higher education for students from all cultural groups?

1.4 Does [insert name of institution here] attempt to recruit and retain a diverse student body?

1.5 Does [insert name of institution here] operate in a manner that values a multicultural learning environment in which all students will learn?

1.6 Do admissions policies consider potential predictors of academic success beyond traditional measures such as standardized test scores, class rank, or grade point average (GPA)?

Comments related to institutional commitment to access for diverse students:

Guiding Principle 2:
The educational institution's organizational structure should ensure that decision making is shared appropriately and that members of the educational community learn to collaborate in creating a supportive environment for students, staff, and faculty.

2.1 Does the organizational structure of your program or department ensure that decision making is appropriately shared among administrators, faculty, and staff?

2.2 Do students have an appropriate role in decision making within your program or department?

2.3 Do administrators, faculty, and staff collaborate to create a supportive environment for students?

2.4 Are you directly involved in efforts to create a supportive learning environment for students from diverse backgrounds?

2.5 Are successful efforts being made to recruit and retain a diverse work force?

2.6 Do you work in a supportive work environment?

2.7 Are you directly involved in efforts to create a supportive working environment for faculty and staff?

2.8 At your institution, have you been discriminated against on the basis of race, ethnicity, home language, religion, gender, sexual orientation, social class, age, disability, or any other group identification?

2.9 Does discrimination hinder your opportunities to participate fully in your educational institution?

Comments related to the role of organizational structures in creating supportive learning and working environments:

Guiding Principle 3:
Professional development programs should be made available to help staff and faculty understand the ways in which social group identifications such as race, ethnicity, home language, religion, gender, sexual orientation, social class, age, and disability influence all individuals and institutions.

3.1	When allocating professional development funds to you, does your program,
department, or unit give equal consideration to multicultural conferences, workshops, etc., along with other types of professional development requests?

3.2 If your employment agreement requires professional development days, does this required development include information on multiculturalism?

3.3	Do optional professional development opportunities sponsored by your program,
Department, or unit include information on multicultural issues?

3.4 Do administrators encourage improving, revising, or redeveloping programs based on information learned via multicultural professional development activities?

3.5 Does your program, department, or unit provide financial support for you to participate in external professional development activities that address multicultural issues?

Comments related to professional development opportunities:

Guiding Principle 4:
Educational institutions should equally enable all students to learn and excel.

4.1 Does your program, department, or unit equally enable all students to learn and excel?

4.2 Is the faculty appropriately diverse to serve a diverse student body?

4.3 Are students whose first language is not English provided with the services and support they need to achieve academic success? 

4.4 Are first generation college students and students from underrepresented populations given information and services that provide the support they need to achieve academic success? 

4.5 Do students from a variety of social and cultural groups succeed proportionately in your courses?

4.6 Do you use a variety of teaching strategies to accommodate diverse student interests and learning styles?

4.7 In your teaching, do you endeavor to introduce students to appropriate role models through guest speakers, readings, films, or other resources?

Comments related to equal educational opportunity:

Guiding Principle 5:
Educational institutions should help students understand how knowledge and personal 
experiences are shaped by contexts (social, political, economic, historical, etc.) in which we live and work, and how their voices and ways of knowing can shape the academy.

5.1 Is the exploration of multicultural perspectives a degree requirement at the institution where you work?

5.2 Do the courses you teach provide opportunities for civic engagement?

5.3 Do you teach courses in diverse cultural environments, whether inside or outside the U.S?

5.4 Are scholarships available to enable low-income students to participate in cross-cultural learning experiences such as international programs?

5.5 In the classes you teach do students have the opportunity to play the role of teacher in ways that inform you and their peers?

5.6 Within your classroom do students have the opportunity to share their perspectives?

5.7 Do the courses that you teach help students understand historical, social, and political events from diverse perspectives?

5.8 Do you use instructional materials, such as textbooks, supplemental readings, computer applications, or videotapes that describe historical, social, or political events from diverse perspectives?

5.9 Are the texts you use written by authors from diverse backgrounds?

5.10 In the classes that you teach, do you draw references and examples from different cultural groups?

5.11 In the classes that you teach, do you explain about the person or group that came up with a particular idea or theory?

Comments regarding knowledge construction:

Guiding Principle 6:
Educational institutions should help students acquire the social skills needed to interact 
effectively within a multicultural educational community.

6.1 Within your courses do students engage in activities that will assist them in acquiring the social skills needed to interact effectively within a multicultural learning environment?

6.2 Do you talk openly and constructively with students about multicultural issues?

6.3 Whether within or outside of class, do you provide opportunities for students to interact with people from diverse backgrounds?

6.4 Do you provide students with factual information that contradicts misconceptions and stereotypes?

6.5 Do you address communications skills in your courses? 

6.6 Do you and your students set ground rules together to engage in meaningful dialogue about multicultural issues?  

6.7 Do your students have opportunities to participate in simulations, role playing, writing from the perspective of others, and other activities that enable them to gain insights into the impacts of stereotyping, prejudice, and discrimination?

Comments related to the acquisition of communication skills:

Guiding Principle 7:
Educational institutions should enable all students to participate in 
extracurricular and co-curricular activities to develop knowledge, skills, and attitudes that enhance academic participation and foster positive relationships within a multicultural educational community.

7.1 Does your academic program, department, or unit provide co-curricular opportunities that enable students to develop knowledge, skills, and attitudes that enhance academic participation? 

7.2 Does your academic program, department, or unit sponsor any undergraduate professional or honor societies or career-related activities that provide multicultural opportunities?

7.3 Does your academic program, department, or unit sponsor activities that enable students, faculty, and staff to interact socially?

7.4 Do you personally act to organize activities and projects that enable students from diverse groups to work together collaboratively? 

7.5 Are there co-curricular activities associated with the courses you teach that foster positive multicultural relationships?

Comments on extracurricular and co-curricular activities:

Guiding Principle 8:
Educational institutions should provide support services that promote all students' intellectual and interpersonal development.

8.1 To your knowledge, does your program, department, or unit provide support services such as advising, academic and career counseling, tutoring, or mentoring programs that promote all students’ intellectual and interpersonal development?

8.2 Are learning resources and information technology equally accessible to all students?

8.3 Are learning resources and technology laboratories on your campus open at times that accommodate diverse student schedules?

8.4 Are academic support services universally designed to meet the needs of all students, including students with disabilities?

8.5 Do you refer students to the types of support services listed in question 8.1?

Comments related to student services:

Guiding Principle 9:
Educational institutions should teach all members of the educational community about the ways that ideas like justice, equality, freedom, peace, compassion, and charity are valued by many cultures.

9.1 In your courses, do you expose your students to the ways that ideas like justice, equality, freedom, peace, compassion, and charity are valued by many cultures?

9.2 Do you implement these values in your interactions with students?

9.3 Do you implement these values in your interactions with colleagues? 

9.4 Do you point out the important ways in which all humans are similar when discussing cultural differences?

9.5 Do you use teaching strategies, such as collaborative groups, to model these values? 

Comments regarding intergroup relations:

Guiding Principle 10:
Educational institutions should encourage educators to use multiple culturally sensitive techniques to assess student learning.

10.1 In your courses do you use multiple culturally-sensitive techniques to assess student learning?

10.2 Do you enable students to demonstrate knowledge in multiple ways that reflect diverse learning styles?

10.3 Do you assess student outcomes that are related to improved multicultural relations?

10.4 Do the forms of assessment you use go beyond traditional measures of subject matter knowledge to include critical thinking?

Comments on assessment:

Institutions may choose to add demographic questions, as long as those questions do not serve to identify individuals.