Guidelines for Diversity Courses

This document has been constructed by the Academic Affairs Inclusivity Action Team, working under the Assistant to the President for Diversity, to assist faculty in designing and implementing a course to meet the diversity requirement. It is offered as a guideline and a resource. Section I outlines the diversity course criteria as passed by the faculty senate April 15, 1999. Section II discusses ideal elements of a diversity course to capture the general philosophy, or spirit, of a diversity requirement. Finally, Section III addresses key elements to a diversity course syllabus. Examples of these key elements from outstanding syllabi (already accepted to meet the diversity requirement) are provided.

To be on the approved list for the University diversity requirement:

A course must have human diversity/multiculturalism as a major aspect of the class and also must be directly relevant to present day society, as demonstrated by the syllabus and student assignments.

In addition, courses must meet at least one of the following criteria:

The course is comparative in nature (multi-cultural or cross-population).

The course treats multiple aspects of diversity and/or culture (such as race, gender, age, class, etc.) In a single area of study (e.g. the American West, the health care setting, political behavior etc.).

The course is specific to a particular group of people or culture that is not present or is under-represented in the general social-economic-political framework of the United States.

Described below are some of the ideal elements of a diversity course which we believe represent the spirit of the diversity requirement. These are outlined to remind faculty of the original intent of the diversity requirement and therefore to keep the faculty member mindful of such intent while developing the diversity course.

1. Diversity should permeate the course. It should not just be a single unit in the class, but be taught throughout the entire course.

2. Diversity is broadly defined (see WSU Diversity brochure). In order for diversity to be taught effectively, it would be useful to established a common vocabulary within the course so that diversity is interpreted by all participants to mean the same thing.

3. A course should create an inclusive atmosphere. Where possible it should foster dialogue that is open and conducive to a diverse and inclusive learning environment. This will in turn enable students to break out of their comfort zones and openly discuss sensitive issues.

4. The course must demonstrate that it will present diversity to the students in such a way that they will understand its relevance throughout their lives. Pedagogy that best accomplishes this goal involves presenting the material in a manner that engages students.

Outlined below are four key elements of a syllabus wherein faculty demonstrate the course=s commitment to teaching diversity. The diversity requirement suggests that diversity is central to the course and therefore it should be discussed in these four basic areas at a bare minimum. The areas include: A) strong Course/Catalog Description in terms of commitment to diversity; B) strong Objectives/Goals/Student Outcomes with regards to learning about diversity; C) a Weekly Schedule that illustrates presentation of diversity issues; and D) Student Assignments addressing or engaging students in diversity. Each of these areas is discussed in more detail below and examples are provided.

A. Catalog/Course Descriptions

A strong Course/Catalog description is necessary to demonstrate the course=s commitment to teaching diversity. This description makes the student aware of the centrality of diversity issues in the course. Catalog/Course descriptions for courses that have met the diversity course requirements may contain summarizations of one or more of diversity requirement criteria (see Section I above).

Example: SOCLGY 3010 Social Stratification

Catalog Description: The study of social stratification and inequality in the United States and globally. Focus on economic class and status groups, such as gender, race-ethnicity, age, sexual orientation, and physical ability.

Course Description on syllabus: This course explores social stratification in the United States. Traditionally, the term stratification refers to the economic and status hierarchies that have developed among groups of people and that influence the opportunities of individuals throughout their lives. The three main stratification systems--economic class, race-ethnicity, and gender--are the main focus in this course; however, we will also consider other systems of inequality, such as age, sexual orientation, and physical ability.

In order to understand how and why these hierarchies continue to exist, we will examine various social processes that produce and maintain privilege and inequality among people; for example, work and occupations, education, the criminal justice system, and the media. We also will discuss, how and in what ways various recent socio-economic developments--e.g., the stock market boom, new information technology, and the Internet--can address class, race, and gender hierarchies.

The course begins with an overview of theories that explain the existence of social classes. In the second part of the course, we will explore race-ethnicity and gender stratification. While most of the classroom examples will deal with the U.S. society, global economic developments both shape and are shaped by what goes on in the United States. Therefore, class discussion will take into account the fact that we live in a global economy and that our local concerns always implicate global forces.

For other examples see: 
     PSYCH 3100 Psychology of Diversity 
     SOCWK 2200 Issues in Diversity

The objectives and goals of a diversity course should not be merely a statement of general principles but should clearly demonstrate the course=s commitment to diversity and areas of diversity which the course addresses (age, race, class, gender, etc.). Inclusion of the diversity criteria under which the course is submitted to meet the university diversity requirement may be desirable. While a course may certainly contain goals other than diversity, the goals and objectives of the class should make it clear the preponderance of the course objectives deal directly with diversity issues and should be fashioned to show that the goals are intended to improve understanding and acceptance of diverse peoples. One could have a course that focuses on diversity but does not provide the student with a favorable impression of the role of diversity in our culture. Such a class would not be appropriate given the intended spirit and concept of WSU=s diversity course offerings.

A list of specific goals and objectives should be provided that allows students and the Curriculum Committee to assess the specific goals and topic areas of the course curriculum. It is also desirable, within appropriate sections of the syllabus, to show how the specific curriculum attains the stated objectives and goals.

A good example of stating objectives can be seen in the following diversity syllabus from CHFAM 3350 Diverse Families: 

The student will: 

1. reflect a basic understanding as to what creates diversity among families.

2. study timely and progressive issues including the role of the family as the creator and transmitter of values, the future of the ethnic group, effects of youth culture, mass media, and popular culture on ethnic values and solidarity.

3. review a socio-historical overview of immigration to America, with interpretations and summaries of commonalities and patterns in experiences of ethnic groups in America.

4. identify and discuss the distinctive essence of each ethnic group including special rituals, values, norms, family roles, extended family relationships, and how values are transmitted across generations.

5. examine the distinctions of those things identified as ethnic (i.e. unique cultural traits, sense of community, ethnocentrism, ascribed membership, and territoriality).

6. look at the differences between ethnic characteristics and other forces impinging upon minority members= lives (i.e. economics, social class, and social mobility).

7. consider the impact of liberation movements on ethnic family life, and the effects of family traditions and values on these social movements.

8. address the problems associated with the persistence of ethnic diversity in the United States.

9. review statistical information and changes in ethnic families and culture.

10. understand a comprehensive definition of diversities within families.

For other good examples see: 
     SOCLGY 3010 Social Stratification 
     SOCWK 2200 Issues in Diversity

For good examples of showing specifically how the curriculum achieves the stated goals and objectives see:
     COMM 3080 Intercultural Communication (includes goals for student assignments) 
     PSYCH 3100 Psychology of Diversity (includes goals for each topic area)

C. Weekly Schedule
Commitment to diversity can be demonstrated in the weekly schedule in a number of ways. It can demonstrate the instructor=s commitment to diverse pedagogies to accommodate diverse learning styles and, perhaps most importantly for the diversity requirement, the course=s commitment to issues of diversity. Therefore, from the weekly schedule students can recognize: 1) diverse pedagogies as indicated by assignments or activities such as readings, films, speakers, lectures, short writings, student presentations, etc.; and 2) the diversity issues to be addressed each week or even each class.

Diverse pedagogies are explored in more detail in the following section (III. D.) on student assignments. Below is an example of how a syllabus might demonstrate the way in which diversity is addressed within each course topic. Only the first four weeks are shown below because all 16 weeks are written in the same format as the first four weeks.

Class Schedule for CJ3040 Community Policing: 
     Week One - Reading Assignment - Chapter One. 
     Issues: Crime Data 
     Diversity Issues: The over-representation of minority groups.

Week Two - Reading Assignment - Chapter Two.
     Issues: Community problem solving. 
     Diversity Issues: Understanding minority neighborhoods 

Week Three - Reading Assignment - Chapter Three 
     Issues: Community organizations. 
     Diversity Issues: Involving under represented groups in community organizations.

Week Four - Debate Reading Assignment - Chapter Four.
     Issues: Poverty and Crime.
     Diversity Issues: The impact of poverty in minority neighborhoods.

D. Student Assignments
A diversity course syllabus should also outline student assignments addressing or engaging students in diversity. This is consistent with the criteria established to meet the University diversity requirement listed above in Section I. The following is a list of different modalities to facilitate student consideration of diverse issues, including: position papers; in class exercises; activities outside of the classroom; presentations; journaling; and field trips. Examples of each of these modalities are provided from approved classes that reflect the above requirement.

1. Position Papers (Examples from SOCWK2200 Issues in Diversity) 

a) Economics and Capitalism (The American Dream): Ideas: How has your family=s socioeconomic status (SES) shaped your self-concept, values, and view of work? What are the benefits/costs/conflicts (i.e. identity, values, culture, race) of these values? How is your class identity (i.e. values, habits, attitudes, behaviors) different from others? How may your class identity influence your interactions as a social worker with others having a different class identity? What are you going to do to ensure you effectively work with those having a different class identity?

b) Power and Classism: Ideas: How does the U.S. approach to poverty differ from other countries (i.e. Canada, England, Germany, Sweden, Spain, Israel, Saudi Arabia)? What are the costs/benefits? What are your views of the 1996 welfare reform legislation enacted by President Clinton? What can and cannot be done to resolve the issues of poverty? If you were in a position of power, what approach/programs would you implement to address the problem of poverty?

2. In Class Exercises & Activities (From Psych 3100 Psychology of Diversity) 

TOPIC 3 Utilizing Groups to Promote Cooperation

Goals & Application: Students will understand the role of competition in the creation of ethnocentrism and realize the value diverse thought brings to problem-solving. Students will utilize Aronson et.al.'s "Jigsaw method," along with other interventions as a form of problem solving for bias in the workplace, public schools and in other aspects of society.

Assigned readings from: 
Social Psychology of Gender, Race & Ethnicity, Prejudice & Racism, & Intercultural Interactions

3. Activities Outside the Classroom (From Comm 3080 Intercultural Communication)

As a student in this class, you will be partnered with an intercultural student on campus through the ESL program or the International Student Office. During the semester you need to interact with your partner at least eight (8) different times (weekly is preferred) for at least 30 minutes. Keep a log regarding your interactions with this person every week. Integrate concepts discussed in class as you write about your interactions.

Instructions:

1. Select an intercultural partner from class, through the ESL program and the International Student Office with the assistance of the instructor. You can also select a partner through your own resources, pending instructor approval.

2. Interact with your partner at least once a week for 6 weeks for at least 30 minutes, keeping a log about each interaction. Each entry should be 1-2 pages in length. Class material and concepts should be integrated into the log as much as possible. For each interaction, include the following information (these responses will make up the intercultural "log"):

A. A heading, including the time, place, and duration of the interaction

B. A brief summary of what was talked about

C. Your feelings about the interaction. You can focus on your feelings toward the interaction itself or the content of the topics discussed during the interaction. Essentially, you focus on either context or content. Be sure that this part focuses on your feelings rather than your thoughts.

D. The most interesting thing you learned about yourself or your intercultural partner as a result of this interaction

E. How does the context or content of this interaction relate to an intercultural communication concept discussed in class or included in any of your readings? Be sure to link the experience to the concept in a deliberate, obvious way.

3. Write a brief analysis (5-7 pages) about your interactions throughout the quarter. The paper should include four sections addressing the information specified below:

4. Presentations (From Eng 2710 Perspectives on Women=s Literature)

Texts: 
1. The Forbidden Stitch-An Asian American Women's Anthology
2. Japanese Women Writers 
3. Truth Tales 
4. Several xerox copies of selected works from Asian-women writers will be supplemented to these texts. Selected articles on Feminist theories will be given in class

Oral Presentation. 
A. Individual reports on the literary work 
B. Handouts, bibliographies and other materials for class members 
C. Written report to me

5. Journaling (From Eng 2710 Perspectives on Women=s Literature)

Texts: Listed above (in 4. Presentations)

I would like you to see journal writing as an interpretive, analytical, and reflective form of writing. Instead of just summarizing the literary piece, you need to interact with it and provide your reactions and insights on it. You may synthesize the ideas gained from various sources (texts, films, class discussions) and write one 4-5 page journal entry or separate them in one or two page responses for two or three pieces.

6. Field Trips (From CHFAM 3350 Diverse Families)

Each student will complete a one page, typewritten, evaluation of each field trip. The field trips are designed to help identify potential employment options and clientele served by Family Life Educators as well as assess the diversity within the community population.

An evaluation of each visit (4 total) should include the following:

A. About the job of the individual/s you met: 
     -what are the position requirements? 
     - advantages and disadvantages of the position?
     - reasons for entering the field? 
     - what does a typical day include? 
     - what opportunities exist? 

B. About the company or agency:
     - what is the overall mission? 
     - what does the agency do? 
     - what is the agency=s relative size? Potential for growth? 
     - what type of client is served? 
     - what geographic area is served? 
     - what is the hiring potential? 
     - what is the typical career path?

C. What types of diversity did you come in contact with:
     - historical background? 
     - key ethnic cultural components? 
     - traditional and current ethnic family characteristics? 
     - changes and adaptations to the ethnic family and culture?

D. About your impressions:
     - what insights have you gained? 
     - what impacted you most?

Material taken from the following sources:

http://weber.edu/facultysenate/Proposals/Cfam3350Div.htm (CHFAM 3350 Diverse Families)

http://weber.edu/facultysenate/Proposals/Psych3100Div.htm (PSYCH 3100 Psychology of Diversity)

http://weber.edu/facultysenate/Proposals/Socwk2200.htm (SOCWK 2200 Issues in Diversity)

http://weber.edu/facultysenate/Proposals/Soc3010Div.htm (SOCLGY 3010 Social Stratification)

http://weber.edu/facultysenate/Proposals/Soc3010Div.htm (SOCLGY 3010 Social Stratification)

http://weber.edu/facultysenate/Proposals/Engl2710LitAsianWomen.htm (ENGL HU2710 Perspect. on Women's Lit.)

http://weber.edu/facultysenate/Proposals/Engl3550.htm (ENGL 3550 Multicultural and Ethnic Literature in America)

http://weber.edu/facultysenate/Proposals/AnthroSS2000.htm (ANTHRO SS2000 Peoples and Cultures of the World)

http://weber.edu/facultysenate/Proposals/Comm3080Div.htm (COMM 3080 Intercultural Communication)