Diversity and Global Learning: Shaping Effective General Education Requirements

1. Diversity and Global Learning: Shaping Effective General Education Requirements General Education & Assessment Conference Friday, March 5 Long Beach, CA Each introduce ourselves: Caryn first, then Danny Caryn takes the lead. Engages Audience by asking them what their expectations are for the presentation. Danny writes their expectations on the flip chart. From the list, we can emphasize certain aspects of the presentation Caryn articulates the flow of the presentation : Diversity and Global Learning: An Educational Priority [framing for a gen ed program] Rationale Student Learning Goals Template for assessing global learning goals Structures of Gen Ed Programs Developmental Cycle of Students� Learning Pedagogies of Engagement Overall Process for Curricular Transformation Caryn leads into next slide Next Slide: Educational Priority � Rationale, learning goals, frameworkEach introduce ourselves: Caryn first, then Danny Caryn takes the lead. Engages Audience by asking them what their expectations are for the presentation. Danny writes their expectations on the flip chart. From the list, we can emphasize certain aspects of the presentation Caryn articulates the flow of the presentation : Diversity and Global Learning: An Educational Priority [framing for a gen ed program] Rationale Student Learning Goals Template for assessing global learning goals Structures of Gen Ed Programs Developmental Cycle of Students� Learning Pedagogies of Engagement Overall Process for Curricular Transformation Caryn leads into next slide Next Slide: Educational Priority � Rationale, learning goals, framework

2. Diversity and Global Learning: An Educational Priority Rationale Student Learning Goals Template for Assessing Learning Goals Caryn takes the lead Rationale � national research on the benefits of diversity and global learning Developing student learning goals Framework for Building a gen ed program from student learning goals TRANSITION: Danny takes the lead on the Next slide: RationaleCaryn takes the lead Rationale � national research on the benefits of diversity and global learning Developing student learning goals Framework for Building a gen ed program from student learning goals TRANSITION: Danny takes the lead on the Next slide: Rationale

3. Diversity and Global LearningRationale Research indicates that racial & ethnic diversity in higher education benefits: Individual Students Higher Education Institutions (Curriculum and institution as a whole) 3. Economy & Private Enterprise 4. Society Milem, 2003 in Compelling Interest: Examining the Evidence of Racial Dynamics in Colleges and Universities, edited by Mitchell J. Chang, Daria Witt, James Jones, and Kenji Hakuta; Stanford Press. DANNY: Describe Jeff�s research: This chapter by Jeff Milem, associate professor for the higher education program at the University of Maryland College Park, examined a broad range of research literature to understand the social science evidence on the benefits of diversity in higher education. The data indicated that supporting diversity is a matter of promoting educational excellence. The benefits are divided into four groups: Individual, Higher Education Institutions, Economy & Private Enterprise, Society. Jeff Milem is also graduate program director for the Higher Education Administration program in the Department of Educational Policy and Leadership in the College of Education at the University of Maryland. As a widely recognized expert in the area of racial dynamics in higher education, Dr. Milem has been commissioned to do research by the Harvard Civil Rights Project, the American Council on Education, and the American Educational Research Association. Highlighted in the next slides are the benefits of diversity, categorized by Jeff�s research. Feed off expectations. If the audience wants to know more about a particular section, then spend more time on it. Next Slide: Individual BenefitsDANNY: Describe Jeff�s research: This chapter by Jeff Milem, associate professor for the higher education program at the University of Maryland College Park, examined a broad range of research literature to understand the social science evidence on the benefits of diversity in higher education. The data indicated that supporting diversity is a matter of promoting educational excellence. The benefits are divided into four groups: Individual, Higher Education Institutions, Economy & Private Enterprise, Society. Jeff Milem is also graduate program director for the Higher Education Administration program in the Department of Educational Policy and Leadership in the College of Education at the University of Maryland. As a widely recognized expert in the area of racial dynamics in higher education, Dr. Milem has been commissioned to do research by the Harvard Civil Rights Project, the American Council on Education, and the American Educational Research Association. Highlighted in the next slides are the benefits of diversity, categorized by Jeff�s research. Feed off expectations. If the audience wants to know more about a particular section, then spend more time on it. Next Slide: Individual Benefits

4. Diversity and Global LearningIndividual Benefits Enhanced critical & complex thinking (Gurin Report, 1999) Preparation to live and work in a diverse society and complex diversity (Gurin Report, 1999; Bowen & Bok, 1998) Greater academic success and decreases in prejudicial attitudes (DiversityWorks, Smith,1997) Advancement of leadership skills through deeper understanding of themselves in order to know how they are seen by others, which leads to a modification of their behaviors and attitudes to encourage a spirit of openness and connection with others (Antonio, 2001; Komives et al., 1998) Greater engagement in life long learning of understanding people and cultures in order to develop a more democratic community and equitable society (Milem, 2003) DANNY: What I want to point out is that the institutions have a responsibility to foster students� individual development in several areas: academic excellence, civic responsibilities, economic viability, identity development. Jeff�s research indicates the diversity is necessary for institutions to fulfill that responsibilities. That is: Academic Excellence � critical thinking and complex thinking � the ability to analyze, understand complex issues from multiple vantage points, cognitive development Civic responsibilities � Being informed citizens in the broadest sense of the world� being able to recognize inequalities and the capacity to remedy them�life long learning of understanding of people and cultures to build a stronger sense of community and an equitable society. Economic viability � leadership skills. Identity development � helping students understand themselves within this complex, dynamic, and confusing world we live in Transition to next slide: While diversity helps institutions receive these individual benefits, institutions as whole also benefit from diversity Next slide: Institutional Benefits DANNY: What I want to point out is that the institutions have a responsibility to foster students� individual development in several areas: academic excellence, civic responsibilities, economic viability, identity development. Jeff�s research indicates the diversity is necessary for institutions to fulfill that responsibilities. That is: Academic Excellence � critical thinking and complex thinking � the ability to analyze, understand complex issues from multiple vantage points, cognitive development Civic responsibilities � Being informed citizens in the broadest sense of the world� being able to recognize inequalities and the capacity to remedy them�life long learning of understanding of people and cultures to build a stronger sense of community and an equitable society. Economic viability � leadership skills. Identity development � helping students understand themselves within this complex, dynamic, and confusing world we live in Transition to next slide: While diversity helps institutions receive these individual benefits, institutions as whole also benefit from diversity Next slide: Institutional Benefits

5. Diversity and Global LearningInstitutional Benefits Higher Levels of Student Persistence (Kuh, 2003; Milem, 2003; Chang, 1999; Astin, 1993) Greater satisfaction with the college experience (AAC&U�s Diversity Works, 1997) Higher Levels of Academic Excellence (AAC&U, 2004; Ancheta, 2003; Milem, 2003) Preparation of students for a diverse society and workforce (Gurin Report, 1999) DANNY Diversity helps institutions achieve their goals and enhance their effectiveness as an educational institution: Higher graduate rates, more satisfied students, high academic standards, and students who responsibly contribute to society. In addition, it is the right thing to do. This thought directs attention to the historical inequalities in higher education�s past, which has restricted access of certain populations because of their race, class, gender, beliefs, and religion to colleges and universities. Higher education needs to sustain programs that help institutions overcome their history of injustice and inequalities and prevent social injustice from re-occurring. TRANSITION: An important aspect of reaching these benefits is integrating diversity into the curriculum. Next slide: Benefits of the curriculum DANNY Diversity helps institutions achieve their goals and enhance their effectiveness as an educational institution: Higher graduate rates, more satisfied students, high academic standards, and students who responsibly contribute to society. In addition, it is the right thing to do. This thought directs attention to the historical inequalities in higher education�s past, which has restricted access of certain populations because of their race, class, gender, beliefs, and religion to colleges and universities. Higher education needs to sustain programs that help institutions overcome their history of injustice and inequalities and prevent social injustice from re-occurring. TRANSITION: An important aspect of reaching these benefits is integrating diversity into the curriculum. Next slide: Benefits of the curriculum

6. Diversity and Global LearningCurriculum Benefits Several studies confirm that students acquire cognitively complex skills and cultural understanding through content and pedagogy designed to make the most of the diversity in the classroom. (Adams and Zhou-McGovern, 1994 and A. M. Ortiz, 1995) Several studies reveal that women�s studies courses encourage more debate among students than other kinds of courses and, in fact, increase friendships between men and women in the classes. (Musil, Courage to Question,1992) Ethnic studies prepare and educate all students for an increasingly diverse society by discussing issues of race and ethnicity throughout their courses to reduce racial tension and change racial attitudes (Hurtado, 1992; Milem, 1994) DANNY: Structured engagements facilitates the individual benefits: academic excellence, civic responsibility, economic viability, identity development. Women�s and ethnic studies play a critical role because they focus on engaging students on social issues across race, gender, ethnicity, class, sexuality, disability, etc. But Engagement is Key� DANNY: Structured engagements facilitates the individual benefits: academic excellence, civic responsibility, economic viability, identity development. Women�s and ethnic studies play a critical role because they focus on engaging students on social issues across race, gender, ethnicity, class, sexuality, disability, etc. But Engagement is Key�

7. Engagement is Key (Chang, 1996) Engagement with racially and ethnically diverse students and faculty leads to high levels of: Retention Intellectual Self-Confidence Social Self-Confidence Satisfaction with College TRANSITION: After being engaged with diversity and leave college, the workplace benefits and so does society.TRANSITION: After being engaged with diversity and leave college, the workplace benefits and so does society.

8. Diversity and Global LearningEconomic & Business Benefits(Milem, 2003) Better problem solving abilities Higher levels of creativity & innovation Cultivation of workforce with greater levels of cross-cultural competence DANNYDANNY

9. Diversity and Global LearningSocietal Benefits Greater civic engagement and social responsibility (AAC&U, 2004; Milem, 2003) Students gain a deeper knowledge of, debate about, and practice of democracy (AAC&U, 2004; Milem, 2003) Higher levels of service in community/civic organizations (Milem, 2003) Greater equity in society (Milem, 2003) Also visit: U Michigan�s Diverse Democracy Project at www.umich.edu/~divdemo/index.html Danny Takes the Lead Umich�s program: The project analyzed data from 10 large, public universities to inform the practice of educating a diverse student body. More specifically, they explored the effect of diversity courses on quantity and quality of interaction with diverse peers and level of importance students place on taking action for social justice. TRANSITION: Caryn takes the lead on the next slide: Provides an overall summary of why it matters to do this work and higher education�s curricular and civic mission. Danny Takes the Lead Umich�s program: The project analyzed data from 10 large, public universities to inform the practice of educating a diverse student body. More specifically, they explored the effect of diversity courses on quantity and quality of interaction with diverse peers and level of importance students place on taking action for social justice. TRANSITION: Caryn takes the lead on the next slide: Provides an overall summary of why it matters to do this work and higher education�s curricular and civic mission.

10. Diversity and Global LearningAn Educational Priority Institutions of higher education need to sustain programs that educate and prepare students to live, function, and thrive in a constantly changing society (Astin & Colleagues, 2000; Duderstadt, 2000; Musil et al., 2000). Polls have indicated that the overwhelming majority of Americans and businesses recognize the importance of diversity and the need to educate students in higher education about diversity (American Council on Education, 2000; Diversity Digest, 1998). Caryn takes the lead: Provides an overall summary of why it matters to do this work and higher education�s curricular and civic mission. Caryn takes the lead: Provides an overall summary of why it matters to do this work and higher education�s curricular and civic mission.

11. Diversity and Global LearningGeneral Educational Vision(AAC&U, Strong Foundations, 1994) Understand and deal constructively with the diversity of the contemporary world, a diversity manifested not only in ideas and ways of knowing but also in populations and cultures; Construct a coherent framework for ongoing intellectual, ethical, and aesthetic growth in the presence of such diversity; Develop lifelong competencies such as critical and creative thinking, written and oral communication, quantitative reasoning, and problem solving. Caryn takes the lead: Programmatic location and goals Mention we will refer to GEX later Leaves it open to global or domesticCaryn takes the lead: Programmatic location and goals Mention we will refer to GEX later Leaves it open to global or domestic

12. Diversity and Global LearningStudent Learning Goals Understanding diversity cultures and understanding cultures as diverse; Developing intercultural skills; Understanding global processes; Preparing for citizenship, both local and global (AAC&U�s Globalizing Knowledge, 1999) CarynCaryn

13. Example � San Jose State U. Self, Society, & Equality in the U.S. Student Learning Goals Study the interrelationship of individuals, racial groups, and cultural groups to understand and appreciate issues of diversity, equality, and structured inequality in the U.S., its institutions, and its cultures � Outcomes Describe how religions, gender, ethnic, racial, class, sexual orientation, disability, and/or age identity are shaped by cultural and societal influences in contexts of equality and inequality �������� Describe historical, social, political, and economic processes producing diversity, equality, and structured inequalities in the U.S. �������� Describe social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups leading to greater equality and social justice in the U.S. �������� Recognize and appreciate constructive interactions between people from different cultural, racial, and ethnic groups in the U.S. Caryn Web site for sequencing: http://www2.sjsu.edu/ugs/ge/geguidelines.htmlCaryn Web site for sequencing: http://www2.sjsu.edu/ugs/ge/geguidelines.html

14. Example � San Jose State U. Culture, Civilization, & Global Understanding � Student Learning Goals �������� Give students an appreciation for human expression in different cultures and an understanding of how that expression has developed over time in different cultures. �������� Increase students� understanding of how other cultural traditions have influenced American culture and society, as well as how cultures in general develop distinctive features and interact with other cultures Outcomes �������� Compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, or attitudes of people from different societies �������� Identify the historical context of ideas and cultural practices and their dynamic relations to other historical contexts �������� Explain how a culture changes in response to internal and external pressures

15. Example � Pitzer College Student Learning Goal Intercultural Understanding To encourage students to appreciate their own and other cultures by learning about their own culture and placing it in comparative perspective Recognize how their own thoughts and actions are influenced by their culture and history Implementation � Achieving the Goals �Interdisciplinary and Intercultural Exploration Working closely with their advisors, students select a set of three (3) courses which address a topic of special interest them. The selected courses should represent at least two (2) disciplines and more than one (1) cultural perspective. In consultation with their faculty advisors, students write a brief statement explaining the rationale for their selection of courses to meet this guideline. 1. Interdisciplinary and Intercultural ExplorationStudents, working closely with their advisors, will select a set of three courses which address a topic of special interest to them. Selected courses will represent at least two disciplines and more than one cultural perspective. The following examples illustrate how such a program might be constructed: A student interested in healthcare could have a program that includes courses on (a) biology, (b) the sociology of health and medicine, and (c) the politics of healthcare in the U.S. and Japan. A student interested in gender and racial stereotypes in literature and art could have a program including courses on (a) women and literature, (b) African American literature, and (c) contemporary Chicano art. A student interested in shifting concepts of freedom could have a program including courses in (a) sociology which analyze the modern manifestations of dispossession, (b) ancient social history or philosophy, and (c) the literary/dramatic portrayals of the issue. The three courses chosen provide only a minimum strategy for meeting this guideline. Students are strongly encouraged to deepen their understanding through additional course work and non-classroom experiences and to conclude their programs with a synthesizing essay or research paper. Courses used to meet other guidelines may count toward satisfaction of the Interdisciplinary and Intercultural Exploration guideline. 1. Interdisciplinary and Intercultural ExplorationStudents, working closely with their advisors, will select a set of three courses which address a topic of special interest to them. Selected courses will represent at least two disciplines and more than one cultural perspective. The following examples illustrate how such a program might be constructed: A student interested in healthcare could have a program that includes courses on (a) biology, (b) the sociology of health and medicine, and (c) the politics of healthcare in the U.S. and Japan. A student interested in gender and racial stereotypes in literature and art could have a program including courses on (a) women and literature, (b) African American literature, and (c) contemporary Chicano art. A student interested in shifting concepts of freedom could have a program including courses in (a) sociology which analyze the modern manifestations of dispossession, (b) ancient social history or philosophy, and (c) the literary/dramatic portrayals of the issue. The three courses chosen provide only a minimum strategy for meeting this guideline. Students are strongly encouraged to deepen their understanding through additional course work and non-classroom experiences and to conclude their programs with a synthesizing essay or research paper. Courses used to meet other guidelines may count toward satisfaction of the Interdisciplinary and Intercultural Exploration guideline.

16. Example � Pitzer College Student Learning Goal Concern with Social Responsibility & the Ethical Implications of Knowledge & Action Teach students to evaluate the effects of actions and social policies by undertaking social responsibility and by examining the ethical implications of knowledge Teach students to take responsibility for making the world we live in a better place �Implementation � Achieving the Goal Options with academic credit A Course that involves either community service, community-based fieldwork, or an internship A directed independent study with an experiential component Participation in an External Studies program (those involving an internship or community service �Non-Credit Options Involvement in a single semester of 45 hours (e.g., 15 weeks x 3 hours per week) of volunteer or community service. One semester (or equivalent) of service to the Pitzer community To fulfill the social responsibility goal students may take an academic course or a non credit option. Fulfilling this general education requirement doesn�t require academic credit, but each student needs to fulfill it to graduate. This allows the greatest flexibility and adaptability to students� schedules. TRANSITION: These are specific ways in which institutions achieve their student learning goals. Caryn will provide a practical framework for helping institutions construct a curriculum from student learning goals. To fulfill the social responsibility goal students may take an academic course or a non credit option. Fulfilling this general education requirement doesn�t require academic credit, but each student needs to fulfill it to graduate. This allows the greatest flexibility and adaptability to students� schedules. TRANSITION: These are specific ways in which institutions achieve their student learning goals. Caryn will provide a practical framework for helping institutions construct a curriculum from student learning goals.

17. TEMPLATE FOR ASSESSING GLOBAL LEARNING GOALSAAC&U's FIPSE-Funded Liberal Education and Global Citizenship: The Arts of Democracy See handouts

18. Diversity and Global LearningAAC&U Assessment Resources www.DiversityWeb.org � Research, Evaluation, and Impact section Assessing Campus Diversity Initiatives Students at the Center � Feminist Assessment James Irvine Foundation Campus Diversity Initiative Evaluation Project www.aacu.org/irvinediveval/index.cfm DiversityWeb: Benefits of Diversity, Institutional Evaluation, Campus Climate and Evaluation Tools, Curriculum Development, Student Learning Outcomes, Faculty and student Development, Campus Community Connections The Resource Kit is intended to be a resource guide to aid campuses in designing evaluation plans to measure the outcomes of campus diversity initiatives. In an effort to make this guide user-friendly, it is divided into three major sections. Part 1 mainly covers tools that engage a broad range of issues in relationship to campus diversity. Part 2 includes tools that are primarily organized around specific, targeted diversity issues; and Part 3 covers a wide range of readings, Web sites, and reports related to diversity and evaluation. Diversity Scorecard: The Diversity Scorecard is a tool that enables an institution and its leadership to analyze the state of equity in educational outcomes for historically underrepresented students. Emphasize: Differential achievement rates � goal to have every student performing at their peakDiversityWeb: Benefits of Diversity, Institutional Evaluation, Campus Climate and Evaluation Tools, Curriculum Development, Student Learning Outcomes, Faculty and student Development, Campus Community Connections The Resource Kit is intended to be a resource guide to aid campuses in designing evaluation plans to measure the outcomes of campus diversity initiatives. In an effort to make this guide user-friendly, it is divided into three major sections. Part 1 mainly covers tools that engage a broad range of issues in relationship to campus diversity. Part 2 includes tools that are primarily organized around specific, targeted diversity issues; and Part 3 covers a wide range of readings, Web sites, and reports related to diversity and evaluation. Diversity Scorecard: The Diversity Scorecard is a tool that enables an institution and its leadership to analyze the state of equity in educational outcomes for historically underrepresented students. Emphasize: Differential achievement rates � goal to have every student performing at their peak

19. Student OutcomesIntentional Learners Empowered through the mastery of intellectual and practical skills; Informed by knowledge about the natural and social worlds and about the forms of inquiry basic to these studies Responsible for their personal actions and for civic values (AAC&U, Greater Expectations Report, 2002) Caryn takes the lead 21st Century Vision for student learning Handout GEX � Primers TRANSITION: Danny takes lead on next slide: Structure of Gen Ed ProgramsCaryn takes the lead 21st Century Vision for student learning Handout GEX � Primers TRANSITION: Danny takes lead on next slide: Structure of Gen Ed Programs

20. Structure of Gen Ed Programs with Diversity and Global Learning as an Educational Priority Intro Courses Serve as the foundation for student learning in general education programs Sequential Courses A program of study that enable students to integrate and synthesize material from courses in both the major and general education courses and from co-curricular experiences. Capstone Courses Bringing theory to practice and assessing general education�s effectiveness Danny Takes the LeadDanny Takes the Lead

21. Example - St. Edwards University(www.stedwards.edu/admssns/gened.htm) The six required courses, designed to help students develop a balanced understanding and appreciation for their own and other cultures, are as follows: Freshman Year- �The Human Experience� Sophomore Year- �American Experience� & �American Dilemmas� Junior Year- �The Identity of the West� & �Contemporary World Issues� Senior Year- �Capstone Course� Caryn takes the lead. The general education component consists of 57 semester credit hours (54 hours for transfer students) spanning all four years. At the core of this component is a series of courses, several of them interdisciplinary, called Cultural Foundations. The general education curriculum culminates in the Capstone Course, taken after completion of 75 hours, in which students are required to investigate a controversial issue in society, analyze the different sides of that issue, propose a resolution to it, and communicate the results of the investigation both orally and in a major paper. Caryn takes the lead. The general education component consists of 57 semester credit hours (54 hours for transfer students) spanning all four years. At the core of this component is a series of courses, several of them interdisciplinary, called Cultural Foundations. The general education curriculum culminates in the Capstone Course, taken after completion of 75 hours, in which students are required to investigate a controversial issue in society, analyze the different sides of that issue, propose a resolution to it, and communicate the results of the investigation both orally and in a major paper.

22. Example - St. Edwards University The American ExperienceThe purpose of this course is to examine gender, race, ethnic status and social class in experience throughout the country's history. The course places individual and group experience within the social, economic, and political context of various eras, exploring group differences in experience and perspective as well as the ideals and values of American civic culture. American DilemmasThis course presents the principles and methods of economics, sociology and political science to analyze current social problems. The Identity of the WestThe course deals with major developments in the history of the West which have made Western culture influential in the world. Contemporary World IssuesThe course consists of two seven-week modules, each dealing with a crucial issue in world affairs in different non-Western areas of the world. The two modules are linked thematically to ensure continuity. Caryn takes the lead. Danny will fill in specifics, especially capstone. Caryn takes the lead. Danny will fill in specifics, especially capstone.

23. DePaul University � First Year Program First Year Program consists of four sets of courses and one co-curricular program including: The Chicago Quarter Courses� introduces them to some facet of the intellectual resources of the city, emphasizes DePaul�s roles and mission in the city, and provides students with opportunities to connect classroom learning with persons, communities and institutions in metropolitan Chicago. Focal Point Seminars �investigate a significant person, place, text, idea or event through multiple perspectives, learning how educated persons strive to understand topics in increasingly deeper and increasingly less superficial ways. The Common Hour Program This co-curricular program consists of a series of information sessions, discussions, activities and workshops designed to help students make a successful academic, social and personal transition into the university. Danny takes the lead. Context matters Other Depaul first year program Components First year Writing Courses� All first year students take at least two first year writing courses offered by the English Department. Some students begin with English 101 or 102, which prepare students for college writing. All students take English 103, a course about the forms, methods, expectations, and conventions of writing at the university level, and English 104, a course about conducting academic research and writing papers that make defensible arguments and incorporate material from a variety of sources. Quantitative Reasoning � is a course designed to help students become confident and critical users of quantitative information, developing facility in the use of spreadsheets (Excel), word processors (Word), email (Telnet), presentation software (PowerPoint) and the internet (Netscape or Internet Explorer). They will develop quantitative skills in estimation, percentage change, proportional reasoning, scaling, descriptive statistics, and simple mathematical models (linear and exponential). First year students take this course unless their program of study requires calculus, or their placement test indicates readiness for calculus. Danny takes the lead. Context matters Other Depaul first year program Components First year Writing Courses� All first year students take at least two first year writing courses offered by the English Department. Some students begin with English 101 or 102, which prepare students for college writing. All students take English 103, a course about the forms, methods, expectations, and conventions of writing at the university level, and English 104, a course about conducting academic research and writing papers that make defensible arguments and incorporate material from a variety of sources. Quantitative Reasoning � is a course designed to help students become confident and critical users of quantitative information, developing facility in the use of spreadsheets (Excel), word processors (Word), email (Telnet), presentation software (PowerPoint) and the internet (Netscape or Internet Explorer). They will develop quantitative skills in estimation, percentage change, proportional reasoning, scaling, descriptive statistics, and simple mathematical models (linear and exponential). First year students take this course unless their program of study requires calculus, or their placement test indicates readiness for calculus.

24. DePaul UniversitySequential Courses Sophomore Course on Multiculturalism in the U.S.: Encompasses various dimensions of identity, including but not limited to issues of race and ethnicity, class, gender, language, religion, sexual orientation, disability as well as nationality. These issues and their interrelationships regarding the experiences of individuals and groups are the foci of the seminars. Junior Experiential Learning Courses: Engages students in the first-hand discovery of knowledge through observation and participation in activities, most often in field-based settings outside the classroom. Courses include: Foreign Study, Domestic Study, Community Based Learning, Internships DannyDanny

25. DePaul University � Capstone �������� Learning Domains� is concerned mainly with the subjects that make up the conventional liberal arts and sciences curriculum. Breadth of learning is assured by asking students to do course work in six learning domains: o������ Arts and Literature o������ Philosophical Inquiry o������ Religious Dimensions o������ Scientific Inquiry o������ Self, Society, and the Modern World Understanding the Past �������� Learning Domains� is concerned mainly with the subjects that make up the conventional liberal arts and sciences curriculum. Breadth of learning is assured by asking students to do course work in six learning domains: o������ Arts and Literature o������ Philosophical Inquiry o������ Religious Dimensions o������ Scientific Inquiry o������ Self, Society, and the Modern World Understanding the Past

26. Developmental CycleStudents WHO AM I? (knowledge of self) Experience/Identity � WHO ARE WE? (communal/collective knowledge) Comparative � WHAT DOES IT FEEL LIKE TO BE THEM? (empathetic knowledge) Experiential � HOW DO WE TALK WITH ONE ANOTHER? (intercultural process knowledge) Intergroup Dialogue � HOW DO WE IMPROVE OUR SHARED LIVES? (applied knowledge) Civic Engagement/ Community Development

27. In American Pluralism and the College Curriculum (AAC&U, 1995) AAC&U proposed that every college student should: Acquire knowledge of the diverse cultures, communities, and histories that comprise US society Connect this knowledge to a continuing engagement with democratic ideas and aspirations Develop experiential as well as formal understanding of these topics Develop deliberative capacities for a world lived in common in which unitary agreement does not�and is not likely ever to�exist. Four curricular recommendation are suggested to meet the above goals: Experience, Identity, and Aspiration United States Pluralism and the Pursuits of Justice: Experiences in Justice Seeking Diversity, Equity, and Relational Learning in Majors, Concentrations, and Programs Edmunds CC insight about needing 3 diversity courses for behavior changeEdmunds CC insight about needing 3 diversity courses for behavior change

28. Examples of Pedagogies of Engagement Democratic Pedagogies Civic Engagement Deliberative Dialogue Inquiry-based Pedagogy Danny www.studycircles.com A study circle is a group of 8-12 people from different backgrounds and viewpoints who meet several times to talk about an issue. In a study circle, everyone has an equal voice, and people try to understand each other's views. They do not have to agree with each other. The idea is to share concerns and look for ways to make things better. A facilitator helps the group focus on different views and makes sure the discussion goes well. Democracy Project explores with campuses the role of democratic dialogue in the classroom, in internal decision making processes, and in partnership with communities. National Coalition for Dialogue and Deliberation: http://www.thataway.org/index.html. Resources available. A typical dictionary definition of dialogue might explain that dialogue is "a conversation between two or more people," or that it is "an exchange of ideas or opinions." A dictionary typically describes deliberation as "thoughtfulness in decision or action" or "discussion and consideration of all sides of an issue." Someone who works with these processes of public talk might explain that dialogue is a process that allows people, usually in small groups, to share their perspectives and experiences with one another about difficult issues. Dialogue is not about judging, weighing or making decisions, but about understanding and learning. Dialogue dispels stereotypes, builds trust and enables people to be open to perspectives that are very different from their own. Danny www.studycircles.com A study circle is a group of 8-12 people from different backgrounds and viewpoints who meet several times to talk about an issue. In a study circle, everyone has an equal voice, and people try to understand each other's views. They do not have to agree with each other. The idea is to share concerns and look for ways to make things better. A facilitator helps the group focus on different views and makes sure the discussion goes well. Democracy Project explores with campuses the role of democratic dialogue in the classroom, in internal decision making processes, and in partnership with communities. National Coalition for Dialogue and Deliberation: http://www.thataway.org/index.html. Resources available. A typical dictionary definition of dialogue might explain that dialogue is "a conversation between two or more people," or that it is "an exchange of ideas or opinions." A dictionary typically describes deliberation as "thoughtfulness in decision or action" or "discussion and consideration of all sides of an issue." Someone who works with these processes of public talk might explain that dialogue is a process that allows people, usually in small groups, to share their perspectives and experiences with one another about difficult issues. Dialogue is not about judging, weighing or making decisions, but about understanding and learning. Dialogue dispels stereotypes, builds trust and enables people to be open to perspectives that are very different from their own.

29. Effective Curricular Change Process(Schmitz, 1992, AAC&U) Manage Campus-Wide Debate Keep Process Open-Take Criticism Seriously Conduct Ongoing Assessment and Use Findings to Alter Courses Construct Ongoing Faculty Development Opportunities/Include Pedagogical Change Use National and Local Data in Support of Changes Build Consensus Over Time Be Prepared for Resistance from Both Colleagues and Students Re-energize Transformation Efforts Through Assessment and Cultivation of New Partners Advocacy Compromise Ownership caryncaryn

30. www.diversityweb.org Diversity Innovations: Curriculum Change Provides Diversity Requirement Models Advanced US & Global Courses General Education Requirements

31. dannydanny

32. www.aacu.org April 15-17, 2004Network for Academic Renewal Meeting:Pedagogies of Engagement: New Designs for Learning In and Across the DisciplinesChicago, IL May 21-26, 2004The Institute on General EducationNewport, RI October 21-23, 2004Network for Academic Renewal Meeting:Diversity and Learning: Democracy's Compelling InterestNashville, TN Add diversity webAdd diversity web

33. Contact Information Dr. Caryn McTighe Musil Association of American Colleges & Universities Senior Vice President Office of Diversity, Equity, and Global Initiatives Musil@aacu.org 202-387-3760 x426 Dr. Daniel Hiroyuki Teraguchi Association of American Colleges & Universities Program and Research Associate Office of Diversity, Equity, and Global Initiatives Dt@aacu.org 202-884-7429