Title: Community and Diversity
Course: Question Banks

Q: Always a shy person, Max begins participating in weekly trivia nights as part of a rotating system of team members. As he observes different behaviors among his fellow students, some of which he chooses to emulate and some of which he chooses to avoid, he sees that he has developed new
- sources of stress (Incorrect. Socializing can be a great stress reliever, as sharing burdens with others can make them seem lighter.)
- narrower interests (Incorrect. Ideally, social interaction will lead to a broader range of interests and a larger circle of networked contacts.)
- feelings of isolation (Incorrect. Interdependence should lead to mutual trust and understanding between new acquaintances with shared goals, and not to a more solitary student experience.)
- social skills (Correct! Through observation and experience you can learn new ways to handle yourself in social situations.)
A: social skills

Q: A college student can gain from joining a club or working in a campus location because
- You will only meet a narrow range of peers. (Incorrect. Ideally, you will get an opportunity to become acquainted with other students from diverse backgrounds.)
- You will increase your own stress levels. (Incorrect. While socializing can sometimes feel like a chore or an additional responsibility, it can also be a great stress reliever as one shares burdens and concerns with others.)
- You will have more chances to avoid studying. (Incorrect. If the club you’ve joined is a mutually supportive study group, you may find that you’ve both expanded your social life and gotten to study more with similarly focused people.)
- You expand knowledge and experience through social interaction. (Correct! By connecting with others in a context of shared interests or responsibilities, you’re afforded the chance to explore and share a wide spectrum of perspectives.)
A: You expand knowledge and experience through social interaction.

Q: Siobahn, an Irish exchange student attending a rural, liberal arts college in the American midwest, is a naturally gregarious person and quickly establishes a network of friendships wherein mutual support is offered and gains are shared for the enrichment of all. These types of broadly beneficial relationships can be described as
- stressful (Incorrect. Socializing can actually be a great stress reliever, as sharing burdens with others can make them seem lighter.)
- antisocial (Incorrect. Interdependent relationships are richly social in that they provide the foundation for deep and lasting friendships.)
- untrustworthy (Incorrect. Interdependent relationships are characterized by mutual trust and understanding that strengthens all of the people involved.)
- interdependent (Correct! In an interdependent relationship all parties are mutually reliant on each other and are thus able to succeed both through seeking help and offering it to others.)
A: interdependent

Q: Depression and social isolation can further aggravate the common first year student challenge called ________; counterintuitively, the best antidote to this condition is to try and make new social connections and to appreciate one’s new environment.
- partygoing (Incorrect. Excessive partygoing and non-academic socialization are not examples of social isolation or homesickness, but rather of a different source of potential conflict.)
- grade slippage (Incorrect. While academic problems can occur for new students, this is not typically connected to feelings of homesickness or isolation, and the tutoring center or other advisors are available to help.)
- social media (Incorrect. Social media usage, if excessive, can be an obstacle to student success, but is not typically associated with feelings of homesickness or social isolation.)
- homesickness (Correct! When experiencing homesickness, it’s best to take time to acclimate to your new surroundings and to bear in mind that many potential new friends there are likely experiencing the same feelings.)
A: homesickness

Q: Manuel, a first-generation, first-year college student, finds himself struggling academically after Christmas break. He fears that he is also socializing too much on campus and working too much off campus. He would likely benefit from
- asking his parents for advice (Incorrect. While Manuel’s parents would surely sympathize, his status as a first-generation college student means that they would not have college student experiences of their own to draw on.)
- skipping class and socializing more (Incorrect. While it might be tempting to look at college as a primarily social experience, this mis-ordering of student priorities would eventually prove untenable.)
- concluding that college is not for him (Incorrect. Though there are many challenges and distractions faced by college students, it is possible to have a healthy social life that's balanced with other responsibilities.)
- slowing down and getting help (Correct! It would be a good idea for Manuel to take advantage of resources such as his college’s tutoring center, counseling center, and academic advisers to help restore his student life to a balanced state.)
A: slowing down and getting help

Q: Dominic, a first-semester college student, was accustomed to spending several hours a day on social media during his high school years, dedicating large amounts of time to monitoring the posts of others while carefully cultivating his own. Now in college, he finds that his time and energy commitment is throwing his in-person social and student life out of balance. It would be a good idea for Dominic to
- attend more off-campus parties (Incorrect. It’s unlikely that increasing one form of social interaction would help to restore a balanced student life, particularly if another form of interaction is pursued to excess.)
- drop out of college altogether (Incorrect. Though there are many challenges and distractions faced by college students, it is possible to have a healthy social life that's balanced with other responsibilities.)
- resolve to study less and socialize more (Incorrect. While it might be tempting to look at college as a primarily social experience, this mis-ordering of student priorities would eventually prove untenable.)
- take a break and disconnect for a while (Correct! Despite its many benefits, social networking can be a major distraction and can get in the way of your success in college.)
A: take a break and disconnect for a while

Q: In social situations, making an effort to ________ can instantly make you feel more positive and will draw other people to you.
- appear distracted (Incorrect. This will indicate that you are not genuinely engaged with others, and will likely not make for a substantive exchange.)
- dominate conversation (Incorrect. One should strive to keep the conversation balanced by asking questions about your new acquaintance in proportion to how much one talks about oneself.)
- Scroll on your phone (Incorrect. This body language will suggest that you are not ready to interact, and will be off-putting to potential new acquaintances.)
- smile and look welcoming (Correct! Smiling, along with positive body language such as a small wave or nod, will signal to others that you are open to engaged communication.)
A: smile and look welcoming

Q: Ekaterina, a first-year college student, is looking for more opportunities to communicate with new people and to expand her social circle. She can achieve these goals by
- declining social invitations from strangers (Incorrect. While there are only so many hours in the day of a busy student, you might take a chance on invitations offered to you by arbitrarily saying yes three times for every one time you say no.)
- overlooking unique opportunities to be social (Incorrect. This could be as simple and incidental as striking up a conversation with a grocery clerk or Uber driver that you see on a regular basis in your new student life.)
- allowing old friendships to dissolve (Incorrect. While it’s difficult to maintain friendships from earlier environments such as high school, doing so could make those acquaintances more likely to stay in touch with you and potentially bring their new friends into your social circle.)
- making an effort to meet friends of friends (Correct! Meeting the friends of your existing friends is one of the easiest ways to meet new people, and it might be helpful to view every person you meet in your life as a doorway into a new social circle.)
A: making an effort to meet friends of friends

Q: In his first semester at college, Marcus resolves to overcome his natural shyness and social reservations, seeking advice from his older siblings who have already graduated from college. Which advice below should Marcus follow?
- Assume that strangers will not find you interesting. (Incorrect. It’s best to turn this thought into a positive one by saying, “I am an interesting person and I have a lot to offer and share,” and to come up with similarly positive replacement thoughts.)
- See new people as mostly being the same. (Incorrect. Keep in mind that everybody experiences high and low points in life, and even if we cannot change external circumstances, we can adapt our perceptions and attitudes.)
- Scroll on your phone when feeling nervous. (Incorrect. This body language will suggest that you are not ready to interact, and will be off-putting to potential new acquaintances.)
- Work to overcome negative thoughts. (Correct! While it's not always easy to be aware of our thoughts, especially habitual thoughts that sometimes lurk behind the others, if we make a point to listen to our thoughts, we may discover some that we can effectively change.)
A: Work to overcome negative thoughts.

Q: College student Marissa has just moved into a house with several new roommates, who often throw weekend parties. Typically a reserved person, Marissa wishes to meet more of her roommates’ friends and to enlarge her own social circle. When approaching guests at this week’s party, it would be a good idea for Marissa to
- appear absorbed in her phone (Incorrect. This body language will suggest that you are not ready to interact, and will be off-putting to potential new acquaintances among her guests.)
- talk only about herself (Incorrect. One should strive to keep the conversation balanced by asking questions about your new acquaintance in proportion to how much one talks about oneself.)
- seem easily distracted (Incorrect. This will indicate that you are not genuinely engaged with your conversation partners, and will likely not make for a substantive exchange.)
- be genuine and engaged (Correct! Showing genuine interest in the conversation indicates that you are compassionate and makes for more stimulating and fulfilling interactions with others.)
A: be genuine and engaged

Q: ________ is the type of identity derived from how we behave and present ourselves in different environments where specific circumstantial adaptations seem appropriate.
- social identity (Incorrect. This is the sense of identity we derive from our affinity with certain groups with whom we have some background or interest in common.)
- collective identity (Incorrect. This is the term for how identity groups form around a common cause or belief, such as a political ideology or social movement.)
- personal identity (Incorrect. This is the type of identity that distinguishes one person from another based on background and life experiences.)
- role identity (Correct! This concept helps us understand how our roles change from setting to setting as necessary, or as expectations dictate.)
A: role identity

Q: ________ is the term for how identity groups form around a common cause or belief, such as a political ideology or social movement.
- role identity (Incorrect. This concept helps us understand how our roles change from setting to setting as necessary, or as expectations dictate.)
- social identity (Incorrect. This is the sense of identity we derive from our affinity with certain groups with whom we have some background or interest in common.)
- personal identity (Incorrect. This is the type of identity that distinguishes one person from another based on life experiences, as no two people have lived the same lives.)
- collective identity (Correct! These social groups understand their identity to be as much a physical formation, such as a group marching in the streets, as a shared conceptual understanding of the issues they believe in.)
A: collective identity

Q: Jayden, an organizer in the Occupy Wall Street movement, shares with others a sense of ________ based on a group commitment to addressing income inequality.
- role identity (Incorrect. This term describes how our roles change from setting to setting as necessary, or as expectations dictate.)
- social identity (Incorrect. This is the sense of identity we derive from our affinity with certain groups with whom we have some background or interest in common.)
- personal identity (Incorrect. This is the type of identity that distinguishes one person from another based on life experiences, as no two people have lived the same lives.)
- collective identity (Correct! This is the term for how identity groups form around a common cause or belief, such as a political ideology or social movement.)
A: collective identity

Q: A workplace policy that does not attempt to level the playing field so that everyone’s needs are anticipated and everyone has an equal starting point is not addressing
- diversity (Incorrect. This term refers to the policy of acknowledging a multitude of different backgrounds, experiences, and points of view.)
- inclusiveness (Incorrect. This term refers to the practice of bringing individuals representative of different identities together, perhaps to work or study, whereas these groups might have once been segregated and thus stigmatized.)
- disability (Incorrect. This refers to just one aspect of diversity, specifically to that of being differently abled, but does not describe the broader policy of acknowledgement and accommodation.)
- equity (Correct! Equity is a matter of fair accommodation that acknowledges difference, for example when a student with ADHD is given extra time to complete tests and quizzes.)
A: equity

Q: An institutional policy that does not make an effort to bring individuals representative of different identities together, perhaps to work or study, especially individuals who might have once been segregated and thus stigmatized, is not addressing
- orientation (Incorrect. While sexual orientation is one element of diversity and inclusivity, it is just one aspect, and does not describe the broader policy of acknowledgement and accommodation.)
- equity (Incorrect. Equity is a matter of fair accommodation that acknowledges difference, for example when a student who uses a wheelchair has equal access to the same services and spaces as people without disabilities.)
- diversity (Incorrect. This term refers to the policy of acknowledging a multitude of different backgrounds, experiences, and points of view.)
- inclusiveness (Correct! A primary purpose of inclusive policies is to reverse earlier assumptions about segregation and difference, thus reducing the stigma that can be associated with being singled out and labeled.)
A: inclusiveness

Q: Linh, a Vietnamese-American college student, is leading a campaign at her neighborhood polling place to have election materials and posters printed in Vietnamese and Khmer, in addition to a range of other languages. Her effort is in keeping with the broader goal of
- inclusiveness (Incorrect. Inclusiveness is not necessarily a matter of providing equal opportunity, but rather of bringing together participants who might previously have been harmfully segregated.)
- diversity (Incorrect. While respect for language diversity is important, it does not directly ensure full and equal participation in a crucial process such as voting in a democracy.)
- disability (Incorrect. This is a term for those who are differently abled, individuals who should be accommodated in polling places in terms of mobility and accessibility, but this is not the same issue as that of language as a barrier to full democratic participation.)
- equity (Correct! Because full democratic participation is the goal of an election, it is important for all voters, regardless of things like language barriers, to have equal access to this opportunity.)
A: equity

Q: Given that by 2050 half of the US workforce will be made up of persons of color, it is important to develop ________ to better understand the diverse range of perspectives and experiences this demographic shift will present.
- ADA accommodation (Incorrect. While disability is an important form of diversity to understand, this is not part of the demographic shift referenced in the above statistic.)
- academic freedom (Incorrect. Though academic freedom protects open expression and honest discussion in learning environments, it is not a policy priority that is driven by the demographic diversity shift described above.)
- affirmative action (Incorrect. This is the name given to the legal framework, relevant to institutions that receive federal funding, that works to ensure equal access in workplaces and schools.)
- cultural competency (Correct! When approached with an open mind and a willingness to learn, this increasingly diverse environment can produce many benefits and complex learning opportunities.)
A: cultural competency

Q: Policies in line with equity and inclusion for LGBTQ+ students, i.e., those identifying as lesbian, gay, bisexual, transgender, queer, and other (including pansexual and Two Spirit), are especially important in school settings because discrimination and bullying of such individuals can lead to
- exclusion based on Jim Crow laws (Incorrect. This term describes the racially discriminatory laws that allowed for legal separation in transportation, hospitals, parks, restaurants, theaters, and just about every aspect of public life for Black citizens.)
- too many contentious court cases (Incorrect. While difficult and time-consuming, legal challenges to discriminatory laws have often resulted in improved conditions and policies for LGBTQ+ individuals and others.)
- Reverse discrimination for non LGBTQ+ students (Incorrect. Though the question of equal protection before the law was at the heart of the Bakke case, complaints about reverse discrimination have rarely been able to show that traditionally privileged students have been measurably deprived of something.)
- stress and a feeling of being unsafe (Correct! This experience of undue stress among LGBTQ+ students can have a negative impact on their grades, participation, and overall success in ostensibly egalitarian learning spaces.)
A: stress and a feeling of being unsafe

Q: Dhruv, an exchange student attending a summer computer science program at a large urban research university in the United States, quickly finds that his new student peers are exposing him to new ideas, viewpoints, customs, and perspectives. This is benefits him because
- He gets a chance to become acquainted only with people like himself. (Incorrect. Though finding peers and peer groups with whom you identify is a key college experience, doing only this would deprive you of a diverse, more worldly social exchange.)
- He will be able to narrow his frame of reference at school. (Incorrect. Ideally, the multiplicity of perspectives and experiences available in your new learning environment will give you the opportunity to productively expand your interpretive frameworks.)
- He can dominate conversations by only talking about himself. (Incorrect. While your own perspectives and experiences will invariably add to the diversity of opinions on campus, it is important to try and balance one’s self-expression with engaged questions asked of others.)
- This expands his frame of reference for understanding the world. (Correct! Based on this rich exchange, his thinking and learning can become more global and cosmopolitan, and perhaps more tolerant.)
A: This expands his frame of reference for understanding the world.

Q: Incivility can occur when individuals are not ________, which is to say they might make negative assumptions about others’ values, lack an open mindset, or be inflexible in thinking. Instead of being tolerant of different points of view, they may try to shut down communication by not listening or by keeping someone with a different point of view from being heard at all. They may even resort to name-calling.
- sufficiently educated (Incorrect. Surprisingly, even well-educated individuals, who are supporting their arguments with data, research and publications, can still veer into incivility if they are not mindful of some basic rules for civil discourse.)
- deeply religious (Incorrect. People with deeply held moral or religious beliefs can be both civil or uncivil depending on their level of cultural competence as it relates to the rules of effective discourse.)
- manipulating emotions (Incorrect. Appealing to one’s emotions can happen when we substitute feelings for facts, and while this may seem powerfully motivating, our feelings are not great arbiters of the truth.)
- culturally competent (Correct! This term describes an awareness of the implicit rules about civility and tolerance that should ideally inform every social interaction, and certainly every debate.)
A: culturally competent

Q: In her US history class, Krisha observes a fellow student growing agitated during a discussion about the legality of particular tax and welfare policies. At one point in a heated exchange with another student, the upset individual claims that a national healthcare program would “lead us back to Stalin’s gulags!” and then calls his earlier adversary a “communist dupe.” Taken aback, Krisha realizes she has just seen her fellow student engage in
- cultural competence (Incorrect. If this term describes an awareness of the implicit rules about civility and tolerance that should ideally inform every social interaction, and certainly every debate, then we can see that this knowledge is clearly lacking in our example.)
- the Golden Rule (Incorrect. If the Golden Rule advises us to treat others as we would like to be treated, then our example is essentially the opposite of this imperative.)
- appeal to tradition (Incorrect. This is a particular type of logical fallacy wherein one argues that what was true in the past should still be true today, and is not the one (or two) on display in our example.)
- logical fallacy (Correct! A logical fallacy is an incoherent or invalid argument, and here we see an ad hominem attack, or attack against the person instead of the idea, and an argumentum ad absurdum, where one argues a belief or position would lead to an absurd or extreme outcome.)
A: logical fallacy

Q: When we ________, this means we think we already know enough about a topic or maybe even think we know more than a person attempting to present her view, and we then jump ahead to the outcome.
- make personal attacks (This is an ad hominem attack, where a participant personally attacks a speaker instead of keeping the critique at the level of ideas.)
- offer irrelevant arguments (Incorrect. This logical fallacy can occur when a debater changes the subject, perhaps due to being flustered or feeling unheard, and means that one has introduced a subject not coherently connected to the one under discussion.)
- appeal to emotion (Incorrect. This is the logical fallacy of mistaking feelings for facts, often the result of how strongly we personally feel our convictions.)
- make assumptions (Correct! We may assume we know what a speaker is referring to, thinking about, or even imagining, but this is a dangerous practice because it often leads to misunderstandings. In fact, most logical fallacies are the result of assuming.)
A: make assumptions

Q: College can present us with an environment rich in diversity. As we attempt to avoid stereotyping our new peers, we should strive to recognize, and thus avoid, reinforcing or acting upon
- cultural competency (Incorrect. The ability to recognize and adapt to cultural differences and similarities is a skill that we should reinforce and act upon.)
- multilingual literacy (Incorrect. Speaking a language (or several) in addition to your native language can help you develop an appreciation of others’ culture as well as for different nuances of expression.)
- multicultural inclusion (Incorrect. Inclusion, or the idea that there should be a multiplicity of voices, skills, and interests represented in any given situation, is certainly a goal worth working toward on campus, in the workplace, and elsewhere.)
- implicit bias (Correct! When working to promote and appreciate cultural diversity it is best to be mindful of the ways that messages from our upbringing, social groups, and media can feed us negative racial stereotypes no matter how carefully we believe we select and consume information.)
A: implicit bias

Q: In a classroom or other space of sometimes contentious verbal exchanges, we should be mindful of and avoid the casual, perhaps even well-intentioned, expression of
- inclusivity (Incorrect. This is the goal of policies that strive to enable and respect a multiplicity of voices, skills, and interests in any given situation.)
- equity (Incorrect. This term describes efforts to level the playing field and thus give everybody an equal chance at success, and is a goal worth pursuing at school and elsewhere.)
- empathy (Incorrect. This is the term for trying to understand a situation from the perspective of another person, and is certainly an interpersonal skill worth developing.)
- microaggressions (Correct! This term describes acts of insensitivity that reveal our inherent biases, cultural incompetency, and hostility toward someone outside of our community, which should be carefully guarded against in the pursuit of civility and mutual consideration.)
A: microaggressions

Q: Madison, a first-semester college student, meets her new residence hall roommate, Amaya, and notices that Amaya is wearing an Oakland A’s baseball cap. Amaya, who is Indian-American and was born in San Francisco the same year that Madison was, explains that she’s a huge baseball fan who grew up in the Bay Area. Madison, looking slightly confused, asks “but where are you originally from?”, unknowingly expressing a/an ________, which makes Amaya feel awkward and somehow less welcome among her new classmates.
- cultural competency (Incorrect. This is the empathetic, self-aware characteristic that Madison might have acted upon in a differently prioritized exchange.)
- inclusive statement (Incorrect. This is the goal of policies that strive to enable and respect a multiplicity of voices, skills, and interests in any given situation, including a first meeting with a new roommate.)
- equity goal (Incorrect. This term describes efforts to level the playing field and thus give everybody an equal chance at success, and is very different from placing a new acquaintance at a disadvantage.)
- microaggression statement (Correct! While Madison likely intended no offense, she has made certain assumptions based on physical appearance that have made her new roommate feel separate and perhaps subtly disempowered in an unfamiliar environment.)
A: microaggression statement

Q: Miriam, a student who uses a wheelchair, is attending a small liberal arts college in the midwest whose campus consists mainly of buildings constructed in the early 20th century. In light of the Americans with Disabilities Act of 1990, the campus buildings have been modified to include entrance ramps, wider doorways, wider curb cuts, and handrail-equipped single-occupancy restrooms, among other features, all changes made in keeping with the policy priorities of
- microaggression (Incorrect. This term describes acts of insensitivity that reveal our inherent biases, cultural incompetency, and hostility toward someone outside of our community, which are not a basis for designing and implementing accessibilities policies.)
- neurodivergence (Incorrect. This term describes conditions such as ADHD, autism, and dyslexia, and a person with one of these conditions may require accessibility resources.)
- assumptions (Incorrect. Making assumptions can lead to unintended microaggressions and to logical fallacies, and should be avoided in favor of openness, empathy and effective communication.)
- accessibility. (Correct! This is the name for the policy orientation that focuses on providing educational support and resources to a diverse group of students, faculty, and staff with disabilities.)
A: accessibility.

Q: When observing that an unfamiliar passerby is not responding to a polite, but insistently repeated verbal request, we may become confused or offended. It’s possible that we have made an assumption and failed to consider that our neighbor may have a disability that is
- a microaggression (Incorrect. A microaggression, or act of insensitivity revealing inherent biases, cultural incompetency, or hostility, can result from making assumptions about disability, but this term does not itself describe a category of disability.)
- not a big deal (Incorrect. Making assumptions about the degree to which an individual is or is not challenged by a disability can lead to microaggressions and a worsening of already difficult circumstances for persons in need of accommodation.)
- solvable through technology (Incorrect. While assistive technologies, such as speech-recognition software and screen enlargers, have been helpful to individuals with disabilities, we should avoid making assumptions about which, if any, might be applicable in a casually observed circumstance.)
- not easily visible (Correct! Many people’s disabilities are not readily obvious to an outside observer, and we should be mindful when encountering any person unknown to us that the individual may have different resources for responding to common forms of verbal or other communication.)
A: not easily visible

Q: A student with a neurological disability such as Attention Deficit Disorder may require extra time to take exams or give a presentation, accommodations in keeping with policy priorities based on
- microaggression (Incorrect. A microaggression, or act of insensitivity revealing inherent biases, cultural incompetency, or hostility, can result from making assumptions about disability, but this term does not describe the policy basis for accommodation.)
- assumption (Incorrect. Making assumptions can lead to unintended microaggressions and to logical fallacies, and should be avoided in favor of openness, empathy and effective communication.)
- competency (Incorrect. Cultural competency, or the ability to recognize and adapt to cultural differences and similarities is the skill that we would be drawing on when extending appropriate resources to students in need of accommodation.)
- accessibility (Correct! This is the name for the policy orientation that focuses on providing educational support and resources to a diverse group of students, faculty, and staff with disabilities, whether physical or intellectual.)
A: accessibility

Q: Letitia, a first-year college student who is hoping to continue her family’s tradition of volunteering in the community, might consider joining a campus group that focuses on
- intramural athletics (Incorrect. Though the camaraderie and school spirit of attending sporting events can be rewarding in their own right, the school’s sporting culture is not necessarily dedicated to advocacy or philanthropy.)
- fraternity and sorority life (Incorrect. While social connections made through membership in the Greek system may be advantageous to one’s career, these organizations do not primarily focus on philanthropy or justice-oriented advocacy.)
- chess or gaming expertise (Incorrect. While recreational pursuits are important to college life, and many student groups are built around such affinities, they are not primarily focused on philanthropy or public service.)
- philanthropy, advocacy, and service (Correct! Joining such groups can be an excellent opportunity to continue an existing commitment to working on social problems, and contributing to a better world.)
A: philanthropy, advocacy, and service

Q: A college faculty member who is interested in raising awareness of and helping to support an inclusive student community might consider sponsoring a student group that promotes
- microaggressions (Incorrect. A microaggression, or act of insensitivity revealing inherent biases, cultural incompetency, or hostility, can result from making assumptions, and would not serve the goal of promoting inclusivity.)
- assumptions (Incorrect. Making assumptions can lead to unintended microaggressions and to logical fallacies, and should be avoided in favor of openness, empathy and effective communication.)
- fraternity social life (Incorrect. Though Greek Row life can be a foundational part of many colleges’ social scene, sponsoring their recreational activities would not necessarily promote inclusivity.)
- diversity and multiculturalism (Correct! Faculty and students can work together to focus on creating diverse, multicultural, and inclusive communities on campus, particularly if this provides an opportunity to recognize and give voice to previously excluded persons.)
A: diversity and multiculturalism

Q: Vincenzo, a high school senior who is looking at prospective colleges, is drawn to those whose mission statements reflect his own commitment to working on social problems and striving to make a better world. He may wish to narrow his list to schools that prominently host student groups focused on
- fraternity and sorority life (Incorrect. Though Greek Row life can be a foundational part of many colleges’ social scene, such activities do not necessarily promote social justice activism and volunteerism.)
- intramural athletics (Incorrect.)
- business entrepreneurship (Incorrect. Though there are campus groups whose mission is to foster business acumen, these organizations do not primarily focus on service and volunteerism.)
- service and volunteering (Correct! Service and volunteer efforts available on many campuses may include philanthropy, activism, social entrepreneurship, advocacy, and direct service.)
A: service and volunteering

Q: Maribel, a first-year college student, is attending a large, urban public university, and is slightly overwhelmed by the array of social and academic opportunities on offer. Though she considers herself tech-savvy and maintains a regular presence on her friends’ social media accounts, she would also benefit from familiarizing herself with
- her school’s sorority system (Incorrect. While social connections made through membership in the Greek system may be advantageous, Marible can probably get a broader perspective regarding the spectrum of student groups and activities by spending some time on her college’s social media pages and other online resources.)
- scheduled sporting events (Incorrect. While the camaraderie and school spirit of attending sporting events can be exciting, Maribel would likely get more of her questions about available opportunities answered on the college’s social media pages.)
- recreational activity groups (Incorrect. Though in-person networking opportunities at meetings of the college chess club or an intramural sports league are invaluable, they will probably not provide as comprehensive or frequently updated an overview of campus offerings as the school’s social media pages.)
- her school’s social media accounts (Correct! Most institutions keep up-to-date information on Facebook, Twitter, Instagram, and more. Individual groups on campus may also have separate social media presences that you can locate through the institution's resources.)
A: her school’s social media accounts

Q: An effective way for a new student to learn about school organizations and resources that offers many opportunities for in-person, face-to-face interactions on campus is
- social media (Incorrect. While an invaluable and accessible resource for information, social media does not offer chances for face-to-face meetings.)
- bulletin boards (Incorrect. Though you will likely pass many posters and announcements on campus billboards, these locales will not offer as many diverse social opportunities as making an effort to check in with friends and acquaintances on campus.)
- the college’s website (Incorrect. While searching online is an excellent way to get a broad overview of campus groups and other resources, perhaps unplugging for a bit and socializing in person will offer more opportunities to make unexpected connections and discoveries.)
- checking with friends (Correct! Keeping tabs on what others are doing on campus has the added benefit of potentially enlarging your social network and helping you to align with fellow students who share your interests.)
A: checking with friends

Q: A new college student looking to gather information about student groups to join or other resources to utilize, can combine face-to-face interaction with online research by visiting
- campus hallway bulletin boards (Incorrect. Though you will likely pass many posters and announcements on campus billboards, these locales will not offer as many diverse social opportunities as making an effort to visit brick-and-mortar office spaces where you can establish a relationship with advisors and student organization leaders.)
- the college’s social media pages (Incorrect. Though an invaluable and accessible resource for information, social media does not offer chances for face-to-face meetings.)
- popular sporting events (Incorrect. While school spirit and the camaraderie of a cheering section can be important parts of the college social experience, this is not a place to learn about campus resources.)
- campus offices for social functions (Correct! Such offices will have both a web presence and a physical space, so you can do preliminary research online followed by a personal visit to fill in details and make personal acquaintances.)
A: campus offices for social functions

Q: One difficult to measure characteristic that can be developed as one participates in student life is ________, which can help a naturally shy student become more sociable and thus grow their circle of friends and acquaintances on campus and beyond.
- awareness of diversity (Incorrect. Cultural competency is crucial to socially and professionally functioning in a cosmopolitan environment such as a college campus, but this awareness does not necessarily help to cultivate self-esteem.)
- developed personal interests (Incorrect. Though it is important to think of college as a place to discover personal strengths and interests, this is not necessarily a way to build self-esteem in a social sense.)
- a growing activity portfolio (Incorrect. Being able to document extracurricular skills and aptitudes is important, but is not directly a means of enhancing self-esteem.)
- increased self-esteem (Correct! Pursuing special interests on campus can help you validate your own unique contributions to social life and can lead to discoveries that will stay with you well beyond school.)
A: increased self-esteem

Q: It may be tempting to focus exclusively on our academic work at college, forgoing opportunities to get involved in the rich and diverse co-curricular activities available on campus. This lopsided prioritizing can actually be harmful because research shows that
- Stress can be a useful motivating factor when pursuing academic excellence. (Incorrect. Co-curricular activities and casual socializing in student groups is a great stress reliever, and lower stress levels will make for more focused and successful academic work.)
- You should de-prioritize making steady progress and earning high grades. (Incorrect. It would be a better idea to pursue a sustainable and productive balance, and to bear in mind that research shows students who participate in campus groups and non-classroom activities actually earn higher grades and make steadier academic progress.)
- Diversity is not an important factor in student academic success. (Incorrect. Diversity awareness can certainly enhance your successful participation in both co-curricular student activities and in academic pursuits.)
- involvement in co-curricular activities enhances academic success. (Correct! Not only do students who participate in campus groups and non-classroom activities experience more personal satisfaction, they also earn higher grades and make steadier academic progress.)
A: involvement in co-curricular activities enhances academic success.

Q: While it may not seem immediately obvious that participating in co-curricular, social activities with campus organizations can have benefits beyond your own satisfaction, tapping into personal interests can enable you to
- inadvertently increase your and others’ stress levels (Incorrect. A well-balanced social life has been shown to be an overall stress reducer, leading to greater focus and progress in academic work.)
- ignore issues related to campus diversity (Incorrect. As a place of gathering for people from all different backgrounds, college campuses are ideally a place to develop cultural competency, possibly within student organizations.)
- experience a lowered sense of self-esteem (Incorrect. Pursuing co-curricular activities on campus can enhance self-esteem, leading to a sense of validation and recognition of your unique social contributions.)
- learn more about your strengths and possible career paths (Correct! These discoveries can be lasting and life-changing.)
A: learn more about your strengths and possible career paths

Q: Sara will be graduating next semester. How can her instructors help her land a job?
- Giving her the right assignments (Incorrect. Sara’s instructors can certainly provide assignments to further her learning, but this question asks how they can provide more specific, job related help.)
- Clarifying who is important in her field (Incorrect. While Sara’s instructors have likely provided names of important thought leaders in her academic and perhaps career field, simply knowing those names will not help Sara to land a job.)
- Providing interview advice (Incorrect. Most professors do not provide interview advice unless it is a concept that they teach)
- Networking (Correct! Because instructors are often well connected within their field, they may know of a job, internship, or research opportunity that you wouldn't otherwise know about.)
A: Networking

Q: Fabio was happy that as a result of getting to know his Geography professor through frequent interactions with her, he was able to
- Access the faculty lounge during class breaks (Incorrect. Interactions with professors usually occur in their office, not the faculty lounge. Despite how well an instructor gets to know a student, they will not provide that student access to the faculty lounge as it is unethical.)
- Learn more information on tuition reimbursements (Incorrect. While Fabio’s Geography professor would likely refer him to student services or other resources to learn about avenues for tuition reimbursement, she would not likely provide the information, herself.)
- Get priority registration access (Incorrect. Incorrect. Regardless of how well you know a professor or how much they like you, the professor cannot issue priority registration to individual students.)
- Get a stellar letter of recommendation (Correct! By getting to know Fabio, his Geography professor was motivated and able to write a detailed and glowing letter of recommendation.)
A: Get a stellar letter of recommendation

Q: In what way can communicating with your instructor benefit your class performance?
- You might get more praise in class (Incorrect. Instructors are not prone to favoritism and will likely highlight your improvement through a more private channel via written feedback or a quick talk before or after class.)
- You might get advance notice of pop quizzes (Incorrect. Instructors are not likely to share privileged information that would put one student at an advantage over others in their class.)
- It can replace class sessions (Incorrect. Office visits hold many benefits, but class sessions are where the majority of learning occurs. Instructors will still expect a student to attend every class session.)
- You will be less likely to drop the class (Correct! Students who communicate with their instructors are less likely to become dispirited and drop out. Further, an instructor can help you navigate how to improve your performance and grade in their particular class.)
A: You will be less likely to drop the class

Q: Alice had trouble focusing during yesterday’s lecture and would like to visit her professor to gain a better understanding of the topic. What is the most effective way to communicate with her professor that she needs help grasping yesterday’s lecture?
- Explain why she wasn’t focused and ask if her instructor can recap the lecture (Incorrect. Her professor will not appreciate being asked to summarize an entire lecture, nor is she likely to do it. She will, instead, ask Alice what specific questions she has.)
- Tell her professor that she needs to drop the class because she cannot keep up (Incorrect. This passive aggressive appeal is not likely to help Alice understand yesterday’s lecture. Her instructor expects that students who do not understand something at first seek help and work to gain clarity and understanding)
- Tell her professor that she didn’t understand yesterday’s lecture (Incorrect. Since this statement does not provide any requests, Alice’s professor will likely be unable to help her understand any particular concept better since she is likely unwilling to summarize her entire lecture.)
- Go over her reading and lecture notes to write specific questions (Correct! By reviewing her notes on readings and lectures and writing down her specific questions, Alice will feel more comfortable, and the instructor will appreciate her being organized.)
A: Go over her reading and lecture notes to write specific questions

Q: Quinn needs to ask his instructor a few questions about his paper, but he works or has other classes during his instructor’s office hours. What should Quinn do?
- Try to leave his other class early to make it to the last 10 minutes of office hours (Incorrect. Not only will Quinn miss information from his other class by leaving early, but his instructor may also not be available or willing to stay late for an unexpected drop-in meeting so close to the end of posted office hours.)
- Tell his instructor that if she wants Quinn to pass the class, then office hours need to be more accommodating to real schedules (Incorrect. Most instructors try to create the most accommodating office hour schedule possible while meeting their own work/life commitments. Not only will Quinn’s instructor be offended by Quinn’s statement, but will likely be less willing to accommodate due to a lack of understanding shown from Quinn.)
- Send an email to his professor with all of his questions instead. (Incorrect. Emails are meant to be brief regarding a very quick clarification or request from an instructor. Quinn’s questions should be addressed in a meeting with his instructor.)
- Send an email explaining his time conflicts and ask for an appointment (Correct! Most professors are willing to meet outside of posted office hours if a student has a time conflict.)
A: Send an email explaining his time conflicts and ask for an appointment

Q: Justine has a question about an assignment from class. When visiting her professor during office hours, how should she start the conversation?
- By stating why she is there (Incorrect. While Justine should quickly state why she is visiting, it is important to remember that her professors teach many different classes with many students and may need context before being able to answer Justine’s question.)
- By asking her question about the assignment (Incorrect. While Justine should respect her professor’s time, it is important to remember that her professors teach many different classes with many students and may need context before being able to answer Justine’s question.)
- By allowing her instructor to begin the conversation when he’s ready (Incorrect. While Justine wouldn’t want to interrupt her instructor during a phone call or in the middle of a task, it is important to remember that Justine is initiating a meeting by attending office hours. Therefore, she should begin the conversation.)
- By introducing herself and the class she is in (Correct! Instructors have many students and although Justine’s professor may recognize her face, she may have trouble placing her name or the class she is in. By providing this information at the beginning of the meeting, Justine can provide context to her question.)
A: By introducing herself and the class she is in

Q: Martha needs to email from her professor about a question on the group project. Which should she avoid?
- Putting “Question about Group Project for Economics 101 ” in the subject (Incorrect. Martha should not avoid using this subject line. It is a concise summary of what the email will be about and her professor will appreciate it.)
- Formal language (Incorrect. Martha should not avoid using formal language when communicating with her professor since the email should be considered professional communication.)
- Using a full greeting and salutation (Incorrect. Martha should not avoid using a full greeting and salutation as it is considered standard in professional and courteous communication.)
- Sending it from her Marthalovescats@hotmail.com account. (Correct! All email communication to instructors should be professional, including an email address. Usually, schools provide email addresses to each student to use for all academic matters and communication.)
A: Sending it from her Marthalovescats@hotmail.com account.

Q: Guillermo sends his professor an email about an upcoming conflict that will cause him to be 15 minutes late to class. What email strategy should he use when writing to his professor?
- Avoid using his last name when signing off (Incorrect. Professors teach many classes with many students. Using a full greeting and salutation that includes his full name, even if the email address contains it, is an easy and clear way to ensure that his professor knows exactly who sent the email.)
- Begin with a paragraph about how much he enjoys the class (Incorrect. Although Guillermo should remain courteous, Guillermo should quickly and concisely get to the point of his email.)
- Send as soon as he finishes composing it since it is urgent (Incorrect. Emailing an instructor should be treated as a formal work email and should always be proofread.)
- State the purpose of the email in the subject line (Correct! Since professors teach many classes with many students, they often do a quick scan of email subjects to identify what needs to be opened immediately and what will need to wait for a longer reply. By concisely stating the purpose of his email, his professor will quickly identify and appreciate it.)
A: State the purpose of the email in the subject line

Q: Shandra has a follow up question to an email announcement her instructor sent to the class. What strategy should Shandra use when composing the email with her question to the instructor?
- Write “Announcement” in the subject line (Incorrect. This subject is vague since it does not identify the purpose of the email, nor the specific class or announcement that is being referenced.)
- Be brief without worrying about formalities (Incorrect. All communication with Shandra’s instructor should be considered professional, even quick questions. As such, they should include proper greetings, salutations, and proofreading.)
- Keep it friendly by using abbreviations and emojis (Incorrect. Shandra should aim to be as professional as possible in her email by avoiding abbreviations, nonstandard spelling, slang, and emojis.)
- Include the original email announcement thread in her email with her question (Correct. By including the original email that Shandra is referring to, her instructor can quickly reference and address Shandra’s question.)
A: Include the original email announcement thread in her email with her question

Q: When Daniel sees his test score, he is immediately upset because he studied very hard and the questions were unclear. What method should Daniel use to discuss his test grade with his instructor?
- Face to face immediately after class (Incorrect. While face to face discussion is helpful for any issue that is not a quick clarification or request, doing so when there is not enough time to prepare or discuss the issue, such as immediately after class, will not be productive.)
- In an email before the next class (Incorrect. Email is a useful tool for any issue that is not a quick clarification or request, but Daniel’s grade concern warrants a discussion, rather than an email.)
- In email with the dean CC’ed immediately after class (Incorrect. Email is a useful tool for any issue that is not a quick clarification or request, but Daniel’s grade concern warrants a discussion, rather than an email. Further, by including the Dean before he has spoken with his instructor, Daniel has hurt his credibility by escalating before taking appropriate steps to resolve his issue first.)
- Face to face through an appointment (Correct! Face to face discussion is helpful for any issue that is not a quick clarification or request. Since Daniel has a grade complaint, it is helpful to let his professor know beforehand why they will be meeting to allow his instructor to review his test before they meet.)
A: Face to face through an appointment

Q: Brandy is upset about the grade she received on her paper. Which reason that Brandy could present to her professor is the most likely to earn a potential grade change?
- She worked really hard on the paper (Incorrect. Although Brandy worked very hard, her professor is more concerned as to whether she demonstrated what was asked of her in the requirements for the paper.)
- The requirements were written poorly, and they are easy to misunderstand (Incorrect. Brandy’s professor is likely to get offended by this statement. While professors are human and cannot always predict misunderstandings, her professor is likely to respond more positively to a neutral explanation of why Brandy misunderstood the requirements.)
- Another classmate got a higher grade with a much worse paper (Incorrect. Professors are more concerned with whether students have demonstrated learning over grades. Further, Brandy does not have the expertise that her instructor does and is not in a position to judge the quality of a classmate’s paper.)
- She understood the requirements for the paper through a different, but valid, interpretation (Correct! By using a specific reason about her interpretation of the requirements to explain her work, her instructor may be willing to re-evaluate whether Brandy has met the requirements of the paper.)
A: She understood the requirements for the paper through a different, but valid, interpretation

Q: Yvonne’s professor will not change her grade on a major assignment. What is an appropriate next step for Yvonne to take?
- Drop the class (Incorrect. Most grade change requests do not result in a changed grade. Unless the grade is so significant that she cannot recover in future assignments, Yvonne should attempt to learn from this assignment and improve in the next.)
- Appeal to the dean (Incorrect. Most grade change requests do not result in a changed grade. Deans will likely ask the professor why the grade was assigned and unless there is a very good reason to change the grade, will likely support the professor.)
- Explain that she will lose her scholarship if her GPA drops (Incorrect. Although Yvonne’s professor will likely sympathize, the responsibility to maintain her GPA falls upon Yvonne to meet performance standards, not her professors to assign high grades.)
- Ask her instructor for advice to prepare better for the next assignment (Correct! Simply requesting a grade change does not always result in one. However, Yvonne can ensure that she learns from her performance on this assignment and improves in the next by asking for advice from her instructor.)
A: Ask her instructor for advice to prepare better for the next assignment