Diversity

Intellectual Foundations

Diversity

Overview
Learning Outcomes
Guidelines
Implementation

Report to the College Senate

of the

Select Committee

on General Education

8 November 2002

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1. Overview

Students shall take one course that meets the Diversity learning outcomes (below) emphasizing the history, culture, creativity and contemporary experiences of traditionally underrepresented populations in the United States. Students shall take one course that meets the Diversity learning outcomes (see below). Such courses shall be designated with a "D" in the course schedule and catalog. Furthermore, all courses in the Foundations of American History shall address the Diversity learning outcomes as a significant portion of the course and its learning outcomes.

2. Proposed Learning Outcomes/Objectives

Memo: The following proposal for Diversity learning outcomes/objectives is the work of the Diversity Assessment Committee whose members are: Drs. Felix Armfield (History), Scott Johnson (Criminal Justice), Luke Krieg (Sociology), Kerran Sanger (Communication, Center for Interdisciplinary Studies), Raquel Schmidt (Exceptional Education). The committee was convened by Dean Larry Flood and Dr Roz Lindner. It has not been previously approved by by the College Senate as part of the GE2K Assessment Plan. It has been incorporated into this report for approval by the College Senate by arrangement with the originating committee.

The Diversity Requirement seeks to increase students' awareness of pluralism in the United States. These courses accomplish this through study of the history, culture, creative production and/or contemporary experiences of traditionally underrepresented populations. The Diversity Requirement also seeks to explore prejudice, bigotry, and stereotyping in an academic forum.

After taking this requirement students should be able to:

a.

Discuss concepts of diversity, discrimination, prejudice and oppression

b.

Analyze personal attitudes and behaviors and their effects on others

c.

Demonstrate an understanding of the manners in which institutional structures have traditionally disempowered populations and perpetuated inequality

d.

Articulate the experiences of one or more traditionally underrepresented group

e.

Summarize and explain how components of identity interact with groups and impact on the movement toward social justice

3. Course Guidelines

a.

Each course designated as Diversity ("D") courses shall meet all diversity learning outcomes.

b.

Although American History foundational courses must address diversity outcomes, they may not receive a diversity or "D" designation.

4. Implementation

The IFOC shall form an ad hoc committee in Spring, 2003, with the following charge:

a.

The committee shall review and revise the existing Buffalo State College Learning Outcomes/Objectives for Diversity courses.

b.

Ensure that the diversity learning outcomes are clearly and explicitly reference guiding principles of the Intellectual Foundations Program including critical thinking

c.

Establish content-based criteria for inclusion (and exclusion) of courses as Diversity courses, that make no reference to the administrative structure (e.g., Department or Faculty) at Buffalo State College or elsewhere. These may be embedded in the Diversity learning outcomes.

d.

Complete work by October, 2003.

e.

All committee recommendations are subject to ratification by the IFOC and the College Senate Curriculum Committee and may be appealed via established procedures to the College Senate Curriculum Committee.

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1. Overview
Students shall take one course that meets the Diversity learning outcomes (below) emphasizing the history, culture, creativity and contemporary experiences of traditionally underrepresented populations in the United States. Students shall take one course that meets the Diversity learning outcomes (see below). Such courses shall be designated with a "D" in the course schedule and catalog. Furthermore, all courses in the Foundations of American History shall address the Diversity learning outcomes as a significant portion of the course and its learning outcomes.
2. Proposed Learning Outcomes/Objectives
Memo: The following proposal for Diversity learning outcomes/objectives is the work of the Diversity Assessment Committee whose members are: Drs. Felix Armfield (History), Scott Johnson (Criminal Justice), Luke Krieg (Sociology), Kerran Sanger (Communication, Center for Interdisciplinary Studies), Raquel Schmidt (Exceptional Education). The committee was convened by Dean Larry Flood and Dr Roz Lindner. It has not been previously approved by by the College Senate as part of the GE2K Assessment Plan. It has been incorporated into this report for approval by the College Senate by arrangement with the originating committee.
The Diversity Requirement seeks to increase students' awareness of pluralism in the United States. These courses accomplish this through study of the history, culture, creative production and/or contemporary experiences of traditionally underrepresented populations. The Diversity Requirement also seeks to explore prejudice, bigotry, and stereotyping in an academic forum.
After taking this requirement students should be able to:
a.	Discuss concepts of diversity, discrimination, prejudice and oppression
b.	Analyze personal attitudes and behaviors and their effects on others
c.	Demonstrate an understanding of the manners in which institutional structures have traditionally disempowered populations and perpetuated inequality
d.	Articulate the experiences of one or more traditionally underrepresented group
e.	Summarize and explain how components of identity interact with groups and impact on the movement toward social justice
3. Course Guidelines
a.	Each course designated as Diversity ("D") courses shall meet all diversity learning outcomes.
b.	Although American History foundational courses must address diversity outcomes, they may not receive a diversity or "D" designation.
4. Implementation
The IFOC shall form an ad hoc committee in Spring, 2003, with the following charge:
a.	The committee shall review and revise the existing Buffalo State College Learning Outcomes/Objectives for Diversity courses.
b.	Ensure that the diversity learning outcomes are clearly and explicitly reference guiding principles of the Intellectual Foundations Program including critical thinking
c.	Establish content-based criteria for inclusion (and exclusion) of courses as Diversity courses, that make no reference to the administrative structure (e.g., Department or Faculty) at Buffalo State College or elsewhere. These may be embedded in the Diversity learning outcomes.
d.	Complete work by October, 2003.
e.	All committee recommendations are subject to ratification by the IFOC and the College Senate Curriculum Committee and may be appealed via established procedures to the College Senate Curriculum Committee.