CFD Diversity, Equity & Inclusion in Higher Education 2

Question 1

Which framework categorizes privilege and oppression along multiple intersecting axes such as race, gender, class, and sexuality?

Accepted Answer

Intersectionality

Answer

Bloom's Taxonomy

Answer

Andragogy

Answer

Maslow's Hierarchy

Question 2

When a faculty developer conducts an 'equity audit' of a course, what is the PRIMARY goal?

Accepted Answer

Identifying and removing systemic barriers that disadvantage certain student populations

Answer

Verifying that the course meets minimum contact hour requirements

Answer

Ensuring the course earns high student satisfaction scores

Answer

Confirming that the course is aligned with accreditation standards

Question 3

Which of the following is an example of an 'inclusive syllabus' practice?

Accepted Answer

Adding a statement welcoming students of all backgrounds and specifying disability accommodation processes

Answer

Including only peer-reviewed articles from top-tier journals

Answer

Requiring in-person attendance for all class sessions

Answer

Setting a single fixed deadline for all assignments

Question 4

What is the purpose of 'brave space' as opposed to 'safe space' in DEI-focused classroom discussions?

Accepted Answer

To encourage honest, challenging dialogue while acknowledging that discomfort is part of growth

Answer

To eliminate all conflict from classroom dialogue

Answer

To ensure students never encounter opposing viewpoints

Answer

To restrict discussion topics to only non-controversial subjects

Question 5

A student who is a first-generation college student is MOST likely to benefit from which faculty practice?

Accepted Answer

Demystifying hidden academic 'norms' such as how to email a professor or visit office hours

Answer

Relying solely on written syllabi for course navigation

Answer

Assigning more independent research without scaffolding

Answer

Reducing feedback on written assignments to encourage independence

Question 6

Which institutional strategy is most effective for creating systemic change toward equity in faculty hiring?

Accepted Answer

Implementing structured, criteria-based hiring rubrics developed before reviewing applications

Answer

Relying on existing faculty networks to recruit candidates

Answer

Allowing search committee members to rank candidates based on personal impressions

Answer

Limiting the candidate pool to alumni of the institution

Question 7

Which of the following BEST describes 'code-switching' as experienced by students from marginalized groups in academic settings?

Accepted Answer

Adapting one's language, behavior, or appearance to conform to dominant cultural norms in academic environments

Answer

Switching between programming languages in a computer science class

Answer

Translating course materials from one language to another

Answer

Changing majors to a different academic discipline