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Committee: Diversity and Globalism

To apply for D/G designation, you must do the following:

Application

Download an application:

Criteria

1. To meet the Diversity/Globalism requirement, a course must substantively address at least one of the following:

  •  One or more groups historically excluded on the basis of culture, race/ethnicity, gender, sexual orientation, class or disability (may be within the U.S., outside the U.S., or across national borders).
  • An aspect (e.g., literature, politics) of one or more cultures or societies (specifically African, Asian, Pacific Islander, Native American, Latin American or Middle Eastern).
  • A global system (e.g., economic, political, environmental) or systemic issue (e.g., human rights, pollution, hunger, trade, access to resources, migration).

In this case, "substantively" means that the group, culture, society, system or problem under study is the central focus of the course. The course may be comparative (e.g., Asian and Western literature), but the groups/societies must receive equal emphasis. "Excluded" means restricted from full access to societal resources, such as economic power, education and politics, and subjected to systematic misrepresentation in the media and other areas.

By definition, the following courses will not meet this criterion: courses such as introductory writing, speech and language that focus primarily on skill acquisition, not a theme; a course with a single unit or reading on one of these issues; a course on an international system or problem that does not take into account a variety of cultural perspectives. 

And

2. A course must substantively address at least two of the following:

  • Local, regional, global and socioeconomic integration and interdependence (e.g., relationship between local political system and dominant international political systems; connections between regional labor movements and worldwide labor movements).
  • Societal/cultural group contributions to and analyses of world knowledge.
  • Achievements and expressions of identity, self-determination and resistance by historically excluded groups (e.g., art forms, organized resistance, reclaiming and subverting the meaning of derogatory terms).
  • Institutional oppression and dominant group privilege (e.g., how White privilege is perpetuated; difference between individual and institutional sexism).
  • Prejudice, stereotyping and discrimination (e.g., recognition of stereotypes of people with disabilities in the media).
  • The social construction of knowledge (e.g., identification of the perspectives that have informed development of the discipline under study).
  • Indigenous peoples and perspectives (e.g., First Peoples’ involvement in environmental issues)
  • Skills (e.g., critical thinking, communication, conflict resolution and problem-solving) for confronting biased treatment and advocating for justice.
  • Dynamics of intercultural or intersocietal conflict and conflict resolution.

In this case, "substantively" means that the concept or issue either constitutes a major unit of the course or is explicitly threaded throughout the course.

  • The following are encouraged but not required:
  • A variety of pedagogical approaches, including service learning
  • A focus on historical developments as well as contemporary realities
  • Attention to the dynamic nature of political, economic and social systems
  • Attention to solutions as well as problems; to commonalities as well as differences
  • Discussion of diversity within and among groups
  • Skill-building to help students cope with the discomfort, anger and fear associated with diversity and conflict.
     
     Submit application and CAF to Dean of Instruction Office.

 
 

Last Updated November 8, 2011