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Pritchett Udel 0060D 13035.Pdf ADVANCING SUPPORT FOR WORLDVIEW DIVERSITY AND INTERFAITH COOPERATION WITHIN THE CO-CURRICULAR ENVIRONMENT AT THE UNIVERSITY OF DELAWARE by Joseph E. Pritchett An education leadership portfolio submitted to the Faculty of the University of Delaware in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership Summer 2017 © 2017 Joseph E. Pritchett All Rights Reserved ADVANCING SUPPORT FOR WORLDVIEW DIVERSITY AND INTERFAITH COOPERATION WITHIN THE CO-CURRICULAR ENVIRONMENT AT THE UNIVERSITY OF DELAWARE by Joseph E. Pritchett Approved: __________________________________________________________ Ralph P. Ferretti, Ph.D. Director of the School of Education Approved: __________________________________________________________ Carol Vukelich, Ph.D. Dean of the College of Education & Human Development Approved: __________________________________________________________ Ann L. Ardis, Ph.D. Senior Vice Provost for Graduate and Professional Education I certify that I have read this education leadership portfolio and that in my opinion it meets the academic and professional standard required by the University as an education leadership portfolio for the degree of Doctor of Education. Signed: __________________________________________________________ Douglas Archbald, Ph.D. Professor in charge of education leadership portfolio I certify that I have read this education leadership portfolio and that in my opinion it meets the academic and professional standard required by the University as an education leadership portfolio for the degree of Doctor of Education. Signed: __________________________________________________________ Elizabeth Farley-Ripple, Ph.D. Member of education leadership portfolio committee I certify that I have read this education leadership portfolio and that in my opinion it meets the academic and professional standard required by the University as an education leadership portfolio for the degree of Doctor of Education. Signed: __________________________________________________________ Rosalie Rolón-Dow, Ph.D. Member of education leadership portfolio committee I certify that I have read this education leadership portfolio and that in my opinion it meets the academic and professional standard required by the University as an education leadership portfolio for the degree of Doctor of Education. Signed: __________________________________________________________ James Tweedy, Ed.D. Member of education leadership portfolio committee ACKNOWLEDGMENTS I would like to acknowledge my advisor, Dr. Douglas Archbald, for the support, guidance, and insight he provided throughout the ELP process. I also want to thank Dr. Elizabeth Farley-Ripple, Dr. Rosalie Rolón-Dow, and Dr. James Tweedy for serving on my committee and providing a tremendous amount of help throughout the process. Nicole Wasilus, Sue Serra, and Nona Holy were excellent partners in so much of the work captured here and I am incredibly thankful for each of them and their dedication to interfaith cooperation at the University of Delaware. I have also had the chance to work with, get to know, and learn from so many students who made this work possible. This includes but is not limited to Lovely, Andrea, Clark, Zeynep, Jared, Hannah, and Steph. I want to thank my wife and partner Stephanie Shaw for her support as I pursued this work. I could not have done this without her. Lastly, thank you to Liam, Emerson, and Oliver. Your energy and excitement was a source of inspiration. iv TABLE OF CONTENTS LIST OF TABLES .................................................................................................... vi LIST OF FIGURES ................................................................................................. vii ABSTRACT ............................................................................................................ viii Chapter 1 INTRODUCTION ......................................................................................... 1 2 PROBLEM ADDRESSED ............................................................................ 5 3 IMPROVEMENT STRATEGIES ............................................................... 18 4 IMPROVEMENT STRATEGIES RESULTS ............................................. 33 5 REFLECTION ON IMPROVEMENT STRATEGIES ............................... 47 6 REFLECTION ON LEADERSHIP DEVELOPMENT .............................. 53 REFERENCES ........................................................................................................ 58 Appendix A EDUCATIONAL LEADERSHIP PORTFOLIO PROPOSAL ................... 63 B 2015-2017 SERVING BETTER TOGETHER UNIDEL GRANT PROPOSALS ............................................................................................... 78 C SERVING BETTER TOGETHER PROGRAM EVALUATION .............. 96 D 2015 SPRING REFLECTION SURVEY ANALYSIS ............................. 121 E UD RESIDENCE LIFE AND HOUSING PROFESSIONAL AND STUDENT STAFF TRAINING SESSIONS ............................................ 136 F UD RESIDENCE LIFE AND HOUSING RESIDENCE HALL LOUNGE SPACE POLICY PROPOSAL .................................................................. 153 G RLHAB INTERFAITH LEADERSHIP DEVELOPMENT GUIDE ........ 158 H CENTER FOR THE STUDY OF DIVERSITY RESEARCH GRANT REPORT .................................................................................................... 163 I SERVING BETTER TOGETHER REQUEST FOR PERMANENT FUNDING.................................................................................................. 200 J UD SENIOR LEADERSHIP MEMO ....................................................... 205 K INTERFAITH LEADERSHIP PRACTICES MAP .................................. 210 L IRB APPROVAL ....................................................................................... 216 v LIST OF TABLES Table 3.1: ELP Artifacts by Improvement Category and Leadership Practice ........ 19 Table C.1 - Religious/Non-Religious Identity Demographics ............................... 108 Table C.2 - Survey Responses related to Serving Better Together Participation .. 109 Table C.3 - Impact of Serving Better Together Open Ended Response ................ 111 Table C.4 - Interview Responses ........................................................................... 112 Table D. 1 -Faith Group Involvement .................................................................... 125 Table D.2- Demographic Information ................................................................... 126 Table D.3- Engagement with Diverse Others ........................................................ 127 Table D.4- Sense of Belonging .............................................................................. 128 Table D.5- Involvement Comparison .................................................................... 129 Table D.6 - Residence Hall Program Attendance .................................................. 130 Table D.7- Sense of Mattering in the Residence Hall ........................................... 131 Table H.1- Regarding your current religious or nonreligious perspective, with which of the following descriptors do you most closely identify? ... 171 Table H.2- Faith-based Student Group Participation ............................................. 172 Table H.3- Worldview questions from 2016 Fall Floor Feedback ........................ 173 Table H.4- Racial/Ethnic Identity of Focus Group Participants ............................ 175 Table H.5- Worldview Identity of Focus Group Participants ................................ 175 vi LIST OF FIGURES Figure C.1- Logic Model ....................................................................................... 118 vii ABSTRACT This Education Leadership Portfolio (ELP) documents my efforts in developing a commitment to supporting worldview diversity and interfaith cooperation at the University of Delaware. While the University has a broadly expressed commitment to diversity and creating a civically engaged student body, there have not been sufficient efforts toward promoting worldview diversity and interfaith cooperation. My ELP argues that a focus on worldview diversity and interfaith cooperation can add value to the University’s commitment in this area. Improvement goals for this ELP include better understanding the University of Delaware student experience related to worldview diversity and interfaith cooperation, building capacity among staff to foster interfaith cooperation within a co-curricular context, and developing proposals and programs that support worldview diversity on campus and create opportunities for interfaith engagement among students. This ELP discusses the improvement efforts reflected in these artifacts, along with successes and challenges I experienced and the need for future efforts to continue work in this area. The ELP also provides a reflection on my growth as a leader and discusses next steps to sustain a commitment to worldview diversity and interfaith cooperation at the University of Delaware. viii Chapter 1 INTRODUCTION The United States of America is highly devout, with more people believing in God and practicing a religion than in any other industrialized country (Putnam & Campbell, 2010). We are also highly diverse. Harvard Scholar Diana Eck (2001) calls us the most religiously diverse nation in the West. Despite that diversity, the US is still mostly Christian as nearly 70 percent of people identify that way (Pew Research Center, 2015). However, that is changing too. This change is happening
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