The document proposes refreshing the Diversity Leadership Academy (DLA) curriculum to better address the diverse learning styles of its participants by incorporating more hands-on and experiential activities, additional multi-modal teaching tools, and assessing current tensions between the curriculum delivery and participants' preferred learning styles to maximize the training's impact. The proposed changes aim to equip DLA participants with the tools and skills needed to identify and analyze key diversity issues, capitalize on opportunities, and effectively manage tensions in their organizations and communities.

1. “There is strength in the
differences between us.
There is comfort where
we overlap.” – Ani DiFranco
DIVERSITY SIMPLIFIED
where’s your common ground?

2. WE ARE DIVERSITY SIMPLIFIED.
We’re a collective of critical, creative thinkers who simplify and solve problems.
We share the belief we can positively transform business, culture and each
other with thoughtful conversations that work towards a common ground,
the place where the best solutions lie. Where’s your common ground?

4. “You must
unlearn
what you
have
learned.”

5. 1
6 2
STEP #1:
Describe the
situation or issue
5 3
4
OUR PROCESS
My Diversity Manager TM Tool

6. To acquire knowledge or skill
To become informed

7. Every day we learn…

8. …as
children, we
learned

9. …as young adults,
we learned

10. …even as we grow old,
we continue to learn

11. It’s a fact, we’ll never
stop learning…

12. …because life is our
never-ending classroom.

24. LEARNING STYLES
 Preferred ways people learn based
on their ability to understand and
retain information
 No one style is better than another
 Teachers must adapt to the diverse
learning styles of students,
especially adult learners

25. Today, people acquire and process
more information in one day than
people from the Middle Ages
processed their entire life!

26. LEARNING STYLE THEORIES
 Myers-Briggs Type Indicator
 Kolb Experiential Learning Cycle
 4MAT by Bernice McCarthy
 Honey & Mumford Learning Styles
 Gardner’s Multiple Intelligences
 Andragogy by Malcolm Knowles
 VARK by Nick Fleming

27. VARK LEARNING STYLES & PREFERENCES
Symbols, Charts, Diagr A UDITORY
Lectures, Podcasts, Stu
AUDITORY READ-WRITE
VISUAL ams, Color,
Flow Charts
dy Groups, Chats, Oral
Presentations
V MULTI-
A
MODAL
K R
KINESTHETIC
Textbooks, Arti
Hands-on, Role
Plays, Games, Le cles, Papers,
Note-Taking
arn by Doing
KINESTHETIC READ|WRITE

29. TODAY’S DLA CURRICULUM SKEWS
AUDITORY/VISUAL AND LACKS KINESTHETIC
V A R K
PowerPoint
Teaching
Capstone
Sessions
Articles
Group Sharing
Books
Videos
Lecture

30. STEP #1:
1 Describe the
situation or issue
OUR HYPOTHESIS
The DLA curriculum isn’t
delivered with diverse learning
styles in mind, and thus, a
tension has developed among
current participants
OUR CHALLENGE
To address the learning styles
and preferences of all DLA
participants to ensure they
gain the maximum benefit from
this important training

31. 1
6 2
STEP #2:
Recognize the
mixture
5 3
4
OUR PROCESS
My Diversity Manager TM Tool

32. WHO’S IN THE DLA MAIN MIX?
PARTICIPANTS
TEACHERS
GUESTS
ADMINISTRATORS

33. 1
6 2
STEP #3:
Assess the tensions
and individual
5 3
experiences
4
OUR PROCESS
My Diversity Manager TM Tool

34. OUR METHODOLOGY TO ASSESS THE MIX
VARK Assessments Qualitative Interviews

35. DLA PARTICIPANTS ARE MULTI-MODAL LEARNERS
Visual - 9%
Aural - 9%
Read/Write - 9%
Kinesthetic - 0%
Multimodal - 73%
FACT: 65% of all humans are multi-
modal learners, so no surprise here!

36. DLA MULTI-MODALS SKEW KINESTHETIC…
16
14
12
10
8 Visual
6
Aural
4
Read/Write
2
Kinesthetic
0
…THEN AUDITORY/READ-WRITE EQUALLY.

37. UNFORTUNATELY, THE CURRICULUM SKEWS
A/V, LACKS KINESTHETIC, R/W ALSO LOW
V A R K
PowerPoint
Teaching
Capstone
Sessions
Articles
Group Sharing
Books
Videos
Lecture

38. The information I’m
is abstract. How disappointed
am I supposed
and confused.
to apply this in
the workplace? I’m very clear
on the diversity
management
model and
how to apply it.
I’ve reached I’ve mostly used this
out to a DLA My employer class as an
graduate for paid for me to opportunity to
feedback and participate with network with others
guidance. the expectation I who are also
I’m struggling interested in diversity
could apply the
tools I learned at with how the management.
my workplace. information is
I’m challenged
with how to really
being presented.
do that.

39. STEP #3:
3 Assess the tensions and
individual experiences
OUR HYPOTHESIS CONFIRMED
 The DLA curriculum isn’t being
delivered with diverse learning styles in
mind, and it has created a tension
within its current participant group
 Multi-modals need a diverse set of
teaching tools that work across the
VARK spectrum for maximum learning
 Current multi-modals need a much
more kinesthetic, hands-on approach

40. 1
6 2
STEP #4:
Identify the goals
and requirements
5 3
4
OUR PROCESS
My Diversity Manager TM Tool

41. THE DLA VISION
To SHARPEN the SKILLS
of society’s MOST
INFLUENTIAL LEADERS
for the purpose of
ADVANCING DIVERSITY
in business, education,
government,
community, religion,
and philanthropy

42. POSITIONING LEADERS
 provide LEADERSHIP on issues
 influence and participate in COMMUNITY
DIALOGUES
 understand WHAT’S REQUIRED to increase an
organization’s ability to address diversity
 address PERSONAL diversity issues

43. ALIGNING THE GOAL
Equip participants
in all sectors with TOOLS
AND SKILLS to:
 IDENTIFY AND ANALYZE
key diversity mixtures
 CAPITALIZE on
opportunities
 MANAGE TENSIONS
in effective ways

44. DELIVERING IMPACT
“RIPPLING throughout communities across the
country…various media have all reported on the
POSITIVE IMPACT the DLA has had and continues
to have on LEADERS, ORGANIZATIONS AND
COMMUNITIES.”

45. STEP #4:
4 Identify the goals and
requirements
The Goals The Requirements
Equip participants in all sectors  Present an INCLUSIVE
with TOOLS AND SKILLS to: LEARNING EXPERIENCE that
delivers a clear understanding
 IDENTIFY AND ANALYZE key of diversity
diversity mixtures mixtures, tension, maturity and
management
 CAPITALIZE on opportunities
 ENGAGING content that
 MANAGE through tensions in nurtures a path from newly
effective ways learned skill to retention and
direct application
 Provide leaders with the
TOOLS to effectively impact
and manage diversity

46. 1
6 2
STEP #5:
Propose other
actions and
5 3
forecast results
4
OUR PROCESS
My Diversity Manager TM Tool

47. WE NEED TOOLS.

48. DIVERSITYTOOLBOX

49. MIRROR

50. ZIPDRIVE
 vCards for
Participants, Teachers
AND Administrators
 All PowerPoint
Presentations
 Benchmark Capstone
Presentations
 Relevant Videos
 Worksheets
 PDF Versions of Reading
Materials
 Links to Social Media
Communities

51. DIVERSITYDINES

52. DIVERSIGIFTS

53. DIVERSICARDS
 My Diversity Manager
 Four Approaches to Managing Diversity
 SDMP
 Diversity Maturity

54. BOOKS

55. 5 STEP #5:
Propose other actions
and forecast results
ALectures
UDITORY
AUDITORY READ-WRITE
VISUAL Mirror
Zip Drive Zip Drive
V MULTI-
A
MODAL
K R
KINESTHETIC
Zip
Drive, Gifts, M
irror, Zip Drive
Dines, Cards Books
KINESTHETIC READ|WRITE

56. 1
6 2
STEP #6:
Identify cultural
barriers and
5 3
supports
4
OUR PROCESS
My Diversity Manager TM Tool

57. CULTURAL SUPPORTS & BARRIERS
The Cultural Supports The Cultural Barriers
 As a culture specializing in  Willingness to refresh
strategic diversity program to appeal to
management, there diverse preferences of
should be an openness to multi-generation learners
managing current tension
 Willingness to invest in
 Plan protects integrity of consultancy to evaluate
long-standing and refresh curriculum
curriculum, only updates
delivery  Willingness to invest in
higher-cost items without
 Lower-cost items should be sponsor funding to offset
easy to fit into budget

58. WE ARE DIVERSITY SIMPLIFIED
AND WE THANK YOU!

59. APPENDIX

60. VISUAL LEARNERS
 Learn through Seeing
 Thinks in pictures and learn best from
visual displays
 Take detailed notes to absorb the
information
 Needs to see the professor’s body
language and facial expression to
fully understand the content of a
lesson.

61. IF YOU’RE A VISUAL LEARNER…
General Strategies Study & Exam Strategies
 Create maps, charts and graphs  Convert lecture notes to A visual
format
 Use symbols and draw pictures
 Study placement of
 Underline text items, colors, and shapes
 Use highlighters and colors  Put complex concepts into
flowcharts or graphs
 Use word imagery
 Redraw ideas you create from
 Use spatial arrangements memory
 Pay attention to teachers who are  Practice turning your visuals back
dramatic and dynamic into words
 Practice writing out answers
 Use diagrams to answer exam
questionS

62. TO TEACH & SUPPORT VISUAL LEARNERS
Faculty Library
 Incorporate charts,  Library tour / virtual
diagrams, pictures, and
graphs into assignments &  Create online tutorials
tests
 Demonstrate Internet and
 Place graphics/videos to database searching
demonstrate a concept or
skill
 Use images and snapshots
of library materials on
 Be specific in written handouts
instructions, highlight
important concepts

63. AUDITORY LEARNERS
 Learn through Listening
 Verbal lectures, discussions, talking
things through and listening to what
others have to say
 Interpret the underlying meanings of
speech through listening to tone of
voice, pitch & speed and other
nuances
 Benefit from reading text aloud
and/or using a tape recorder

64. IF YOU’RE AN AUDITORY LEARNER…
General Strategies Study & Exam Strategies
 Discuss topics with other students  Read your notes aloud
 Use tape recorder to listen more than once  Explain notes to another auditory learner
 Attend as many class lectures as you can  Ask others to “hear” your understanding of
the material
 Leave spaces in your notes for later recall
 Talk about your learning
 Join a study group. Find ways to talk about
and listen to conversations about material  Record your notes onto tapes or CDs or listen
to your podcasts
 Make a point of remembering examples,
stories, and jokes: things people use to  Practice by speaking your answers aloud
explain things
 Listen to your own voice answer questions
 Tune in to your teacher’s voice
 Opt for an oral exam if allowed
 Imagine you are talking with the teacher as
you answer questions

65. TO TEACH & SUPPORT AUDITORY LEARNERS
Faculty Library
 Podcasting / Audio-Visual  Library Audio Tour (CD or
Materials MP3)
 Assignments that utilizes  Library Jargon/
audio resources like NPR Terminology
 Classroom discussion and  Reduce or clearly
explain
debates
 Reading text out loud  Familiarize students with
audio books and other
materials available
 Encourage discussion in
library instruction

66. READ-WRITE LEARNERS
 Learn through Reading and Writing
Words
 Like to use lists and words to
remember and keep things straight
 Benefit from instructors who write out
essential points of a lecture, or
provide an outline to follow along
with during lecture
 Benefit from information obtained
from textbooks and class notes

67. IF YOU’RE A READ-WRITE LEARNER…
General Strategies Study & Exam Strategies
• Make lists  Write out your lecture notes repeatedly
• Take notes and journal about lessons  Read your notes (silently) repeatedly
• Pay attention to handouts and headings  Put ideas and principles into different words
• Read textbooks thoroughly  Translate diagrams, graphs, etc. into text
• Look up words and write out definitions  Rearrange words and “play” with wording
• Read and find quotations  Write and type out potential exam answers
• Read websites and manuals  Practice creating and taking exams
• Listen to teachers and students who are  Organize your notes into lists or bullets.
articulate
 Write practice paragraphs: particularly
beginnings and endings.

68. KINESTHETIC LEARNERS
 Learn through moving, doing and
touching
 Hands-on approach
 Most explore their physical world

69. IF YOU’RE A KINESTHETIC LEARNER…
General Strategies Study & Exam Strategies
 Use all your senses  Recall experiments, field trips, etc.
 Go on field trips and view  Remember the real things that happened
exhibits, samples, and photos
 Talk over your notes with other “K” people
 Find real examples of abstract concepts
 Use photos and pictures that make ideas
 Use hands-on approaches, computers for come to life
example
 Go back to the lab, your lab manual, or your
 Take advantage of labs and service-learning notes that include real examples
 Listen to teachers who give real-life  Use case studies to help learn abstract ideas
examples
 Role-play the exam situation
 Put plenty of examples into your answers
 Write practice answers and paragraphs
 Give yourself practice tests

70. TO TEACH & SUPPORT KINESTHETIC LEARNERS
Faculty Library
 Incorporate field research,  Incorporate hands-on
projects, trial-and-error, and activities within library
role-playing into lesson instruction.
plans.
 Have students search
 Include links to related OPAC, find the library item
external web sites, surveys, and check it out.
and interactive Flash slide
show in your discussion  Request a journal article
area. using Inter Library-Loan
 Weave questions and  Library scavenger hunt
instructions throughout the
lecture to ensure note
taking.

71. MULTI-MODAL LEARNERS
 There are seldom instances where one
mode is used, or is sufficient
 Those who prefer many modes almost
equally are of two types
 There are those who are context-
specific, who choose a single mode to suit
the situation
 There are others who are not satisfied until
they have had input (or output) in all of
their preferred modes
 They take longer to gather information
from each mode and, as a result, they
often have a deeper and broader
understanding

72. USING SENSORY PREFERENCES
1.Remember that VARK preferences are not
necessarily strengths
2.If you have a strong preference for a
particular modality, practice multiple
suggestions listed for that modality
3.An estimated 55 to 65 percent of people
are multimodal
4.If you are multimodal, you may have to
use all your modalities to be confident
you’ve learned something
5.You may want to save experimenting with
modalities you don’t prefer until after
college