Diversity as a Curricular Competency: Integrative Course Strategies

1. Diversity as a Curricular Competency: Integrative Course Strategies Heather Wyatt-Nichol, PhD, University of Baltimore Samuel Brown, PhD, University of Baltimore

2. Diversity Across the Curriculum • Current Standard • Adopted 2007 • Common Curriculum Components (4.21) • Program activities must prepare students to work in and contribute to diverse workplaces and communities. Consequently, courses, curriculum materials, and other program activities should expose students to differences relating to social identity categories such as race, ethnicity, gender, class, nationality, religion, sexual orientation, disability, age, and veterans status.These area requirements do not prescribe specific courses. Neither do they imply that equal time should be spent on each area or that courses must all be offered by the public affairs, public policy or public administration programs. Nor should they be interpreted in a manner that might impede the development of special strengths in each program.

3. Standards 2009-Original Proposal • Guiding principles, #8 • If curricular competencies are to ensure that students will be capable of acting ethically and effectively in pursuit of the public interest, the required competencies must reflect the relevant environmental characteristics of the public service such as diversity, globalization, rapid technological change, and its multi-sectoral scope

4. Standards 2009- Current Proposal • Universal Required Competences (standard 5.1): • As the basis for its curriculum, the program will adopt a set of required competencies related to its mission and public service values. The required competencies will include five domains: the ability • 1. To lead and manage in public governance; • 2. to participate in and contribute to the policy process; • 3. to analyze, synthesize, think critically, solve problems and make decisions; • 4. to articulate and apply a public service perspective; • 5. to communicate and interact productively with a diverse and changing workforce and citizenry.

5. We examine strategies used to teach diversity, specifically: • Instructional strategies used to incorporate the subject of diversity into existing courses (e.g. readings, case studies, assignments). • A comparison of stand alone courses on diversity • A comparison of content in various textbooks on diversity management.

6. Transforming the Curriculum • McIntosh’s phases of curriculum transformation (1983) • Status quo • Important contributions/notable exceptions • Isolated consideration/deficit model • Modification of theories/ challenges to universality of thought

7. Instructional Strategies to Integrate Diversity Prior survey of program directors (Wyatt-Nichol & Antwi-Boasiako, 2007)

8. Integrating Diversity Into Core Courses • Table 1

9. Stand Alone Courses • Criteria • Diversity Management • MPA • Accredited • Table 2

10. Sample Syllabi • 10 member institutions • Table 3 & Appendix 1 • Categories & definitions • Demographic changes • Secondary dimensions of diversity • Representative bureaucracy • Self-awareness • Organizational performance • Organizational policies & practices • Court decisions • Legislation

11. Textbook Comparisons • Borak, M.E.M. (2005). Managing diversity: Toward a globally inclusive workplace. Thousand Oaks: Sage • Chemers, M.M., Oskamp, S., & Costanzo, M.A. (1995). Diversity in organizations. Thousand Oaks: Sage • Cox, T.& Beale, R.L. (1997). Developing competency to manage diversity. San Francisco: Berrett-Koehler • Riccucci, N.M. (2002. Managing diversity in public Sector workforces. Boulder: Westview Press • Rice, M.F. (Ed.). (2005). Diversity and public administration. Armonk: M.E. Sharpe • Schuck, Peter H. (2006). Diversity in America: Keeping Government at a Safe Distance. Cambridge:Belknap

12. Concluding Remarks • Limitations • Ongoing project • Moving forward