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Diversity (DV) Critiera

Mission Statement

The diversity requirement supports the institutional commitment to proactively support a positive campus climate in regard to diversity, equity, and inclusion. Courses that fulfill this requirement provide opportunities for students to critically explore the society and culture in the United States — its norms, laws, public policies, cultural practices, and discourses — in the context of the rich and varied cultural diversity that has shaped it. All students in courses fulfilling this requirement will grapple with theoretical approaches to discrimination, privilege, and social justice. Race, ethnicity, sex, gender, socioeconomic status, age, religion, ability status, or sexual orientation will be the crux of these classes. Students will also critically reflect on their own identities and relationships with institutions that maintain and/or challenge the status quo. The goal of this requirement is to extend cross-cultural understanding, to interrogate current and historical narratives of equality, justice, progress, and freedom, to open possibilities for meaningful communication across social boundaries, and to allow students to consider ethical and social decisions from multiple perspectives. This requirement, together with other institutional practices, also signals to students that their distinctive traditions, opinions, and insights enrich and are valued at the university.

Grading

A minimum grade of C- or CR in one of the approved courses is required to complete this requirement. Minimum grade does not apply to pre-requisites. Please check with the department first. If the course is a requirement for a major, it must be taken for a letter grade and CR/NC is not an option.

Bachelor Degree Requirement Course Review Rubric

A. Content Criteria

Each course must address all four questions:

  High (3) Medium (2) Low (1) None (0)
  1. Explain how this course has a central focus on the culture, history, or current circumstances of one or more groups of people in the US who have experienced sustained systemic discrimination (e.g., institutional racism, homophobia, sexism, ageism, or classism).
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Explain how the course critically examines and grapples with one or more factors supporting and sustaining the systemic discrimination of groups of people in the US (e.g. institutional racism, homophobia, sexism, ageism, classism).
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Explain how the course incorporates disciplinary methods for analyzing and/or applying real-world strategies of moving toward a more equitable society and challenging patterns of sustained systemic discrimination.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Explain how the course challenges students to reflect on their own identities (including both the places where they hold privilege and the places where they experience sustained systemic discrimination) in order to apply the concepts of inclusion, equity, and social justice to their interactions.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.

B. Process Criteria (Student Learning Experience Criteria)

Each course should address at least two of the following criteria:

  High (3) Medium (2) Low (1) None (0)
  1. Describe, using evidence from the course syllabus, including assignments or other course materials, how instruction will engage students in highly interactive approaches to learning throughout the duration of the course.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Describe, using evidence from the course syllabus, perhaps describing specific assignments or practices, how instruction in the course will lead students toward applying course concepts, principles, theories, etc.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Describe, using evidence from the course syllabus, how instruction in the course will give students the tools and experiences they need in order to engage in integrative or interdisciplinary thinking in the discipline.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.

C. Learning Outcomes

Each course must address both critiera:

  High (3) Medium (2) Low (1) None (0)
  1. How does instruction in the course provide opportunities for developing at least two but not more than three of the Intellectual and Practical Skills Learning Outcomes?
Two learning outcomes are selected and ample and concrete evidence is provided about how students will have the opportunity to achieve those outcomes. One or two learning outcomes are selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome but not both. One or two learning outcomes are selected and some evidence is provided about how students will have the opportunity to achieve them but the evidence is vague and unattached to specific elements of the course. Two learning outcomes are not selected and no evidence is provided about how students will have the opportunity to achieve each learning outcome.
  1. How does instruction in the course provide opportunities for engagement with at least one but not more than two of the Personal and Social Responsibility Learning Outcomes?
One learning outcome is selected and ample and concrete evidence is provided about how students will have the opportunity to achieve it. One learning outcome is selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome. One learning outcome is selected and some evidence is provided about how students will have the opportunity to achieve it but the evidence is vague and unattached to specific elements of the course. No learning outcomes are selected and no evidence is provided about how students will have the opportunity to achieve the learning outcome.

Graduation Requirement WorksheetGen Ed Course ListBachelor Degree Course List

Last Updated: 7/22/16