Perspectives on Diversity in the Core Checklist
The goal of this
requirement is to promote an awareness that different cultural perspectives
exist within our own society and around the world. Ultimately, these
courses should give students critical tools for assessing values within a
cultural context. Viewing our own values in the larger comparative context
should facilitate the kind of introspection that allows students to question
values and arrive at informed commitments.
q Acquire knowledge about different cultural
and social perspectives and traditions.
q Study coherence as well as variations
within a culture, group, or knowledge tradition.
q Gain respect and appreciation for a range
of values, norms, behaviors, and attitudes.
q Develop an understanding of the dynamics
of values formation and change.
q Expand their appreciation of
accomplishments and contributions of different groups through the study of a
range of cultural expressions.
q Identify their own cultural heritages and
knowledge traditions and compare them with others.
q Assess the sources of their assumptions
about alternative groups and examine the impact of such assumptions on the
valuing of others.
q Increase their ability to cross cultural
and social boundaries and interact effectively with multiple groups.
q Increase their facility with
“perspective-taking,” seeing events and situations from diverse points of view.
q Broaden, challenge, and complicate their
worldviews.
Note: It is
recommended that, wherever appropriate, readings and source materials include
material coming from or giving “voice” to the groups considered. Also, in keeping with the innovative spirit
of this requirement, instructors are encouraged to incorporate pedagogical
innovations in Perspectives on Diversity courses.
“A course
which creates an awareness and understanding of diversity in the United
States, directly addressing issues such as ethnicity, gender, disability,
racism, or poverty.”
To accomplish the
above, courses should include three components:
q The study of minority/majority relations
with a focus on how underrepresented or minority perspectives differ from
mainstream or majority perspectives.
q Attention to the positive contributions of
alternative groups, whose voices are heard through inclusion of
materials generated by those groups.
q A unit relating course issues to the
situation in the United States.
“A course that
enhances cross-cultural understandings through examination of other cultures.”
This requirement
may be satisfied in one of three ways:
q A course focusing on the culture of non-Euro-American
societies.
q A 201 or higher-level course in a language
used to satisfy the admission requirement or 8 credits in a language not
previously studied.
q Participation in an approved semester-long
study abroad program.
Rationale for the three options: Option One focuses on a
non-Euro-American culture to expose students to a very different culture. Option
Two requires a more intimate examination of the different culture by the
study of the culture through its language. Option Three requires the
student to experience a different culture.
To accomplish the
above, courses should include two components:
q An element that relates the focal aspects
of the course to the larger cultural context.
q An element that raises awareness of
cultural differences.
Note: the course must treat the perspectives and experiences of the selected group primarily as the subject of the course and not primarily as objects of analysis.