Summary of

Project Update & Client Interview

N. Rachael Sweeten
Client and Primary Contacts

University of Utah, Department of Educational Psychology, Diversity

Committee
o

Primary contacts

Karen Tao k.tao@utah.edu

http://ed-psych.utah.edu/profile.php?unid=u0781821

Sue Morrow, Ph.D. (sue.morrow@utah.edu

http://ed-psych.utah.edu/profile.php?unid=u0030097

Professor, Counseling Psychology Program

Department of Educational Psychology, University of Utah

SAEC, 1721 Campus Center Drive #3225, Salt Lake City, UT

84112

Office: 801-581-3400

Additional Sources: Jade Ozawa and Uma Dorn

Project Status Update

The project content now focuses on short, animated scenarios interspersed
with evaluative Quiz questions, to generate user interest and overcome
potential resistance to the information.
Project content is now revised to be short and direct, with users
functioning as witnesses evaluating the incidents and follow-up
options.
The animation emphasis in key scenarios is now on showing
microaggressions, rather than telling or asking users to imagine.
In prior user testing, several users commented with disbelief, saying,
No one would say that, or I cant imagine this ever happening.
Firsthand account from the receivers of Microaggressions assert that
microaggression-type statements do indeed happen, and frequently.

The project format is now animated scenarios with visual variety shown
immediately prior to quiz questions.
Emotionally-charged vocabulary is de-emphasized, and only
introduced briefly in the second module.
The initial system focused on academic approaches to
vocabulary strength first, elaborating and applying in progressive
steps. The decision was made to
The heaviness of the topic, and the need for immediate interest
and engagement indicates a much different approach.
The project goal is not to create experts on the topic of
Microaggressions, but rather to create a friendly introduction for those
who might otherwise remain unaware or resistance.
Revisions to the Instructional Analysis will prioritize: reducing amount
of text vocabulary, increasing scenario applications, increasing
immediate user-engagement with scenarios from the beginning of the
first module, and emphasizing follow-up strategies for after
communication errors and microaggressions have already occurred.
System Maps require complete revision to incorporate new content.

Key Points from Subject Matter Expert Karen Tao:

The interview with Karen Tao consisted of:
1. Project update & history from Designer to Subject Matter Expert, SME
2. Rationale discussion and approval for key decisions and revisions
3. Demonstration of existing components on website
4. Gathering expert comments & feedback
5. Discussing upcoming timeline and deliverables
6. Discussing the usefulness & availability of the project as a starting
point for future ID projects
7. Plan for editing assistance from subject matter expert over the next 2
weeks, to ensure quiz accuracy
8. Communication plan.
1. Karen Tao has taken over from Sue Morrow as primary Project Contact &
Subject Matter Expert.
2. Karen agreed that the target learner population is Caucasian students,
and more specifically Caucasian male students at U of U, who may be
may be limited by time, willingness, awareness of the options, or a lack of
personal investment in Diversity topics like microaggressions. Karen
has given approval to the video approach of inviting user participation
based upon compassion in personal interactions, without presuming to
involve sweeping political statements or application across broad
populations. The immediate focus is individuals and their behavior at U of
U, with a hope that the social consideration and relationship building skills
will carry outward.

3. The videos are web-based in two locations: The project website

http://edpsdiversityproject.weebly.com/video-animations.html and the
Designers Portfolio site: http://rachaelsweeten.weebly.com/videoanimations.html
4. The instructional approach in Module 1 is accepted as showing common
incidents and inviting learners to adopt the viewpoint of the injured party
in answering questions, rather than stating their own personal beliefs or
position. The video scenarios have received initial approval for content,
barring unforeseen changes. The instructional approach in Module 2 is
focused on the inevitability of social errors and microaggressions, asking
learners to evaluate follow-up options that may acknowledge errors and
potentially preserve relationships, without self-shaming, furthering
offenses, and avoiding communication altogether.
5. Karen Tao has agreed to review Quiz questions for technical accuracy and
tone. The plan is for a two-week window with frequent emails and revision
comments offered by Karen.
6. Interesting additional content options offered by expert Karen Tao: The
offenders in microaggression comments are quite often family members,
which places additional pressure on the injured receivers of
communication. Since the project is focused so specifically on incidents
that may happen on U of U Campus, future project branches may include
colleague to colleague scenarios, and specific relationships within the
college setting or personal. Karen also agreed that within this project it is
wisest to avoid advising the receivers, and instead focus upon the thought
processes of the offenders, whether intentional or inadvertent. At this
time, the project scope and timeline does not allow for full exploration of
these options, but it may serve as a visual template or starting point for
additional development by future designers.
7. The communication plan is to email Karen Tao with lists of Quiz questions
or wording, and get her feedback on content accuracy, and her revision
preferences.
8. Ongoing communication plan is to make the source material available to
future designers so that this project can serve as a starting point for more
elaborate EDPS learning tools.

Learner Analysis:
o Target learners are EDPS Graduate Students at U of U. Priority is given to
Graduate Student learners who are not from marginalized groups. For the
purpose of this training that group is defined as: Caucasian, and more
specifically Caucasian males.
o Ideally this training could be expanded to include learners from all
Schools and departments at U of U, Graduate and Undergrad as well
as Faculty and Staff.
o The Key prior knowledge of learners is related to their status as Graduate
Students. This implies foundational academic knowledge on a variety of

topics, with additional specialties in EDPS educational fields such as

teaching and social sciences.
o Relevant characteristics include the likelihood of these students
becoming teachers and counselors with a wide range of influence
and contact with multiple individuals on a daily basis.
o It is in the learners best interests to be socially and politically
adept, as well as being up-to-date on preferred approaches to
managing racism, sexism, sexuality biases, and related social
issues.

Learning and Performance Contexts

Learners will primarily interact with the materials through online training
delivery in the EDPS Diversity Committee website.

List of Questions:
1.
2.
3.
4.

What is your reaction to the project development thus far?

What did you like most?
What would you like to see changed or revised?
How do you feel about the general approach and attitude in the
animations?
5. How do you feel about the video animations? (visual quality as well as
scripted content)
6. Are you willing to review a list of Quiz questions for accuracy and
submit your detailed comments?
7. How would you like to see these materials used in the future?