College of Behavioral & Social Sciences

Goals and Objectives

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Strategic Direction 1: Students

  1. Develop a coherent and cohesive curriculum for majors and minors that meets students’ needs and engages students’ interest.
    1. Survey current, past, and future potential students of MCGS to assess students’ perceived needs and stated wishes related to curriculum.
    2. Ascertain what students need to learn and experience in order to succeed at the university and beyond, from the perspective of both alumni and potential employers.
    3. Keeping in mind the needs of the 21st century student, as well as the emerging trends in scholarship, revise departmental Student Learning Objectives and determine how the course sequence can support their achievement.
    4. Evaluate requirements for current majors and minors: minimizing unnecessary redundancies, emphasizing natural connections between courses, and discovering lacunae that must be addressed.
    5. Respond to the already established demand for curriculum reflecting the current realities of our diverse communities:
      1. Create a Latinx major, along with necessary additional courses that both appeal to and meet the needs of the students.
      2. Develop Contemporary Issues & Identities courses for each of the Ethnic Studies areas.
  2. Foster diversity competency among the CSU Chico student body.
    1. Continue to contribute the highest quality courses in the General Education program.
    2. Develop foundational A-3 GE course—oral communication—introducing the intersectional inclusive language, and have assignments focus on MCGS related topics.
    3. Establish an MCGS Diversity Certificate, available to students of any major.
    4. Promote inter-departmental understanding of how MCGS minors and majors can complement a variety of fields of study and career options.
  3. Recruit increasingly diverse and motivated cohorts of majors and minors.
    1. Participate in recruitment efforts on and off-campus.
  4. Support student success in the MCGS programs.
    1. Determine and implement sustainable and highest quality advising practices for majors and minors.
    2. Implement proven and promising high impact practices in the classroom.
    3. Offer tutoring, peer mentors, and supplemental instruction where most necessary.
    4. Establish transparent expectations, requirements, and grading criteria in all courses.
    5. Support co-curricular activities that increase student engagement and enhance student learning.
    6. Maintain consistent communication about deadlines, events, and opportunities with students enrolled in MCGS courses and declared as our majors and minors.
    7. Partner with and support student groups and organizations such as MEChA, the AS Gender & Sexuality Equity Center (GSEC), Black Student Union (BSA), La Raza, Native American Heritage Society, and the Community Legal Information Center.
  5. Advise current and potential MCGS students about the professional opportunities open to them.
    1. Investigate career paths that are supported by the knowledge base and skills acquired by MCGS majors and minors, disseminating such information in recruitment and advising.
    2. Follow the career paths of MCGS alumni, pointing to them as models to follow.
    3. Develop relationships with potential mentors and employers of MCGS students, especially reaching out to MCGS alumni.
    4. Offer opportunities for MCGS students to learn how to articulate their knowledge and skills when applying for jobs.

Strategic Direction 2: Faculty & Staff

  1. Make appropriate faculty and staff hires to support majors, minors, and Diversity Certificate.
    1. Achieve 2 new full TT line hires in the immediate future: one in Queer/Trans-People Of Color Studies focusing on Chicanx/Latinx studies and one in American Indian Studies (contemporary, prefer Mechoopda specialty).
    2. Hire faculty (temporary, and over the long-range TT) to teach Ethnic Studies Education as well as contemporary issues in: African American Studies and Asian American Studies (Asian pacific islander, Hmong).
    3. Contract the most qualified, talented and dedicated career staff and student assistants.
    4. Establish and hire for 5 student intern positions *refer to document.
    5. Follow best practices to ensure:
      1. The most diverse and highly qualified applicant pool.
      2. The most unbiased hiring process.
  2. Create a positive, respectful, and collegial departmental climate.
    1. Situate faculty offices in close proximity to the program office.
    2. All faculty and staff undergo Avoiding Unconscious Bias training.
  3. Update and revise department standards as needed to sustain a thriving and successful community.
    1. Department processes will be as streamlined and unambiguous as possible.
    2. MCGS personnel documents will outline RTP expectations and considerations clearly.
    3. Multicultural & Gender Studies faculty will be involved with hiring and evaluating Multicultural & Gender Studies faculty.
  4. Rectify challenges faced by faculty with joint appointments.
    1. Wherever possible, change faculty joint appointments to full time appointments.
    2. For continuing MCGS joint appointments, revise MOU to clarify the faculty member’s rights, responsibilities, and expectations vis-à-vis the two departments.
  5. Support MCGS faculty in their course redesign, research, scholarship and creative activities.
    1. Earmark CERF funds to be used for Professional Development.
    2. Have more mentoring and better communication about how and when to apply for internal research grants and opportunities.
    3. Publicize and celebrate achievements.
  6. Provide advising training and resources, especially about advising diverse students. Take advantage of Advising Boot Camp offered by advising office; train all new faculty in best practices.
  7. Support instructors across the disciplines in learning and implementing Inclusive Pedagogy.

Strategic Direction 3: Community

  1. Strengthen ties with communities in our service area.
    1. Establish effective communication with community groups, organizations, and populations.
    2. Get students engaged in service learning through MCGS 489 and expand our list of community partners.
    3. Disseminate information to communities about items of interest.
    4. Consult with community experts in the revision of curriculum.
    5. Acknowledge being on historic Mechoopda land at our events and activities.
  2. Support community events in the area.
    1. Incentivize faculty and student involvement with MCGS-related events.
    2. Communicate to MCGS students about events, activities, and opportunities offered by community organizations.
  3. Work with the local high schools.
    1. Support teachers with an online summer and winter break version of the Diversity Certificate.
    2. Invite high school students to take MCGS courses through the High School Scholars program.
    3. Visit local high school classrooms, as guest speakers and recruiters.
  4. Build relationships with potential employers, discussing their needs and how the skill set of our graduates will be useful.

Strategic Direction 4: Resources

Identify and secure external sources of support to augment university-based allocations.

Wisely manage and strategically invest the resources entrusted to

  1. Participate with SOE/CME in Title V grant proposals.
  2. Partner with other departments in course offerings, to share the financial responsibility.
  3. Seek funding to emulate the CSU Long Beach Ethnic Studies Initiative, providing Ethnic Studies coursework in the local high schools.
  4. Seek Title IX funding to create and staff new curriculum in gender-based interpersonal violence and prevention.