Evaluation

 The Center evaluates programming both on site at the time of the program and yearly as a follow-up email survey. Here is a compilation of those responses to programming from the Center:

 
*88% of the teachers report that the Road Shows effectively captured students’ interest and taught about another culture’s customs or holidays.
 
*90% of teachers report that the Center’s programs helped students to understand the reasons for the customs, traditions, symbols used around featured holidays or customs.
 
*90% of the teachers agreed that the Center’s programs changed students’ attitudes and knowledge about people from different religious cultural or ethnic backgrounds.
 
 *80% of teachers indicated that their students understanding of and appreciation for difference increased.
 
*88% of teachers reported that the Center’s programs encouraged students to utilize their critical thinking skills.
 
*88% of teachers reported that they started a conversation with a colleague, friend, or family member about the ideas raised in the Center’s program.
 
100% of the teachers reported that they planned on scheduling future programs through the Center for Diversity Education.

The Center offers 3 Road Shows a year: Seasons of Gratitude, Festivals of Light, and Good Fortune and the Asian New Year. In 2008 -09, it was presented to over 8,000 students in Buncombe, Haywood, Henderson, McDowell, Madison and Transylvania Counties.

 
 Here are teacher comments to Road Shows:
 
Just giving our students some hands on exposure to different cultures we study in class helps amplify their understanding of themes that we cover in class. I had some feedback from several students regarding new perspectives on holidays they had not even known of prior to attending the Road Show.
                                                                                  Elementary teacher
                       
We are limited in the number of field trips we are allowed to take per year. The traveling program coming to us was a great benefit.
                                                                                   Elementary teacher
 
Many of these students have little or no exposure to other cultures from around the world and Festival of Lights was a great way to introduce varying aspects of cultures to them.                                                 
                                                                                    Primary teacher
 
We thoroughly enjoyed the things brought with our presenter representing the Chinese culture and heritage. The students were excited about tasting the food and especially with anything they could take home. I believe in your Center and in the valuable service provided.
                                                                                    Elementary teacher
 
We really lay the groundwork for tolerance the first day of school - your programs reinforce the attitudes I am trying to instill!
                                                                                    Middle School teacher
 
The programs meet and coincide with my teaching objectives and Standard Course of Study.
                                                                                    Elementary teacher
 
If anything, it just served to reinforce the celebration of diversity we have each day. It presents cultures in a way that is sensitive and not just "other".
                                                                                    Elementary teacher
 
Several of my students who were Russian, actually added depth to what the presenter was sharing. They also helped with word pronunciation. After the program on the Festival of Lights, my U. S. students were aware that their Hispanic, Russian, and Ukrainian classmates celebrated the holidays in a different way. This awareness was the beginning of new conversations. It was interesting to be over hear these conversations!
                                                                                    Elementary teacher
 
 
 
 
Students’ Responses to Road Shows:
 
*More than 98% of students attending a Road Show either gave the artifact card from the exhibit to someone or purposefully put it in a safe place to keep it for their own memories.
 
“I told my parents that other cultures are interesting.”
 
“I talked to my dad and told him about what we ate and how Thanksgiving works in other places.”
 
“I taught my parents about how to bow and taught them how to do it.”
 
“I told my grandparents how the color red is lucky in China.”
 
“I told a few of my friends all about the customs and how we ate food from Asia.”
 
“I told my grandfather all of the things we learned about Islam, things that I did not know and things he did not know.”
 
Each year the Center takes students on a Houses of Worship Field Trips in Asheville, NC and Atlanta, GA. Here are teachers’ responses to the Houses of Worship Field Trip:
 
The most memorable experience I had was on the teacher trip to Atlanta for the Houses of Worship tour.   I may never have had the courage to experience the different cultures I did without the support of the CDE. After experiencing first hand the beliefs and practices of Hindu, Muslim, Jewish, and Christian peoples, I felt much more comfortable in sharing what I had learned. I had a personal connection and understanding that I would not otherwise have gotten.      
                                                                                                 High School teacher                                         
 
Students assume other religions are isolated from their typical Christian views. They are surprised to learn how much various religions overlap in terms of principles, teachings, prophets, and literature. Students made genuine efforts to avoid making statements that stereotyped. They would also correct peers who made such statements. Students were very excited to share information they obtained/experienced on the trip. They could accurately describe landmarks and explain the significance of the structure to peers and adults and grew from the exposure to the different religions. The textbook can describe it for hundreds of pages and never come close to the experience of students actually seeing a structure and understanding its importance.
                                                  Middle School teacher 
 
I appreciated the open, honest look at other religions. I do not know if I would have ever had the opportunities to visit the Islamic center or a synagogue. This trip definitely helped me explain, for example, more about Judaism to my students…. Since I am better able to answer students' questions, they have a deeper understanding of issues. They are more knowledgeable, and I have heard them respond more maturely to their peers' questions and comments.
                                                                                                  Middle School teacher
 
 
I think the more the students see and learn about cultures, it will open their eyes to new attitudes and knowledge of those cultures. By learning this way, it breads tolerance and that is important in this world.
                                                                                                  Middle School teacher
 
Our biggest partnership with the CDE is an annual field trip to Atlanta to look at Houses of Worship. This year we took two charter bus loads full. These students always come back amazed at how much different religious groups and their houses of worship have in common.
 
The most visible change is often in the chaperones of the students who go on the Atlanta trip. It is these parents who are often amazed at how much the other religions have in common with their own. They often ask very pointed questions of the speakers.  In several cases I remember the parents being extremely complimentary of the trip and the experience and mentioning that they didn't realize how many things the faiths had in common.  Never has a parent appeared to be uncomfortable or mentioned any discomfort in regard to the views expressed or the information shared.
                                                                                                 Middle School teacher
 
 
Each year the Center takes Teaching licensure candidates’ at UNC Asheville on the Many Faces of Asheville Tour – visiting both diverse houses of worship and community centers. Here are there responses:
 
 “I learned about different religions and their specific practices.”
                                                                                   
“I learned that there are so many religions practiced here in Asheville. I learned that each place of worship has its own design and architecture that is significant to the religion.”
 
“It was an awesome fieldtrip that really gave me an understanding of the culture and/or cultural resources available in Asheville. This would be a great trip for EDUC 310 as I feel it is valuable for all education majors, not just elementary teachers.”
 
“I learned more about the Jewish and Islamic traditions. I have a better understanding of religious beliefs that will aid in my future as a teacher.”
 
“This tour helped me to understand how to take into consideration my students’ religion.”
 
 
The Center for Diversity offers programs and resources that are aligned to the North Carolina Standard Course of Study and our teachers come back from their programs feeling very enlightened and armed with new information about religious beliefs.
                                                                                               School principal
 
 
 
 
The Center has 11 traveling exhibits that are available for a free loan to K-12 schools and a modest rental fee to other organizations. Here is what Community members’ and teachers have to say about those resources:
 
Wow the exhibit is amazing! We set the exhibit up on the stage in the auditorium like a gallery space.  We spent an entire class period and combined with another class. We've also built a larger project it that includes poetry and art. . What a difference this is making for our kids.
 
 
 I became aware of the CDE through my student-teaching experience at UNCA. From that point forward, I have gone to the CDE for many reasons—resources for teaching about different cultures, field trip opportunities for my students, and continuing education for myself. 
                                                                                              High School teacher
 
We have utilized the Center for Diversity’s exhibits s on WWII veterans, Mi Historia (Latino Immigrants),and the African-American Community. We look forward to setting up Pecking Order (bullying) and Potential Unlimited (disability) exhibits. These posters signal to the community that these topics are part of our conversation. 
                                                                                             Hospital Diversity Officer
 
The Center for Diversity Education's displays has been very well received. Some people have been deeply moved by the stories and pictures set forth on the displays. Other people have been enlightened. Still other people have been spurred to remember events, stories and feelings that they had long ago forgotten. But perhaps the biggest plusses have been the meaningful conversations about race, diversity, and history that crop up between people who, but for the fact that they are both in the hallway looking at the same diversity display at the same time, would have neither the opportunity nor the inclination to discuss such issues.              
                                                                                           Corporate Diversity Team Member
                                                                                                                   
 
Evaluation Methods
The Center for Diversity is committed to providing educational programs that align with the North Carolina Standard Course of Study and develop students’ cultural literacy and global awareness which are critical 21st Century Learning Skills. One way the Center offers authentic, developmentally appropriate, relevant programming is by seeking participant and community members’ feedback and suggestions. The Center is involved in on-going reflection and evaluation.  
  • After every workshop, teachers evaluate the curriculum for developmental appropriateness, how successfully it gets students involved, and how well it meets the program objectives.
  • Teachers evaluate the facilitators on their skill in delivering the material. 
  • Students engage in reflective pre/post surveys to determine the impact of the experience as well as how students shared their new understandings with others. 
  • At the conclusion of the programs students receive an artifact such as a mini-photo and bio of a Holocaust survivor, a post card with an evocative quotation from Abraham Lincoln, or a picture of religious symbols. During the follow up evaluation students describe what they did with the artifact and how they engaged in further conversations.  
  • Every large exhibit or performance also includes some form of feedback from the community members. The evaluation data is used each year to continually improve the Center’s programs.

This evaluation was compiled by independent evaluator Megan Keseir through a grant from the Z. Smith Reynolds Foundation.

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Center for Diversity Education, 1 University Heights, CPO 1200, Asheville, NC 28804
828-232-5024