PRINCIPLES AND PRACTICES
Center for Curriculum Transformation
The University of Washington’s Office of Minority Affairs and Diversity offers this web site to ensure diversity moves beyond student demographics and campus services, and towards inclusion in the college curriculum. The center argues that diversity is important for leadership and requires skill sets such as understanding the perspective of others as a means of creating a more complete definition of citizenship. The center holds annual seminars that bring faculty and administrators together to design courses, study abroad programs, and resource materials. Seminars topics include developing global learning outcomes. For students, workshops such as “Exploring Diversity through Writing” tie diversity with academic learning. The web site provides study guides, curriculum transformation guidelines, and sample course syllabi.
Teaching Race: Engaged Scholarship Beyond the Classroom (podcast)
Melissa Harris-Lacewell, associate professor of politics and African-American studies,at Princeton University, and author of Barbershops, Bibles, and BET: Everyday Talk and Black Political Thought. Recorded January 24, 2008. (Posted March 20, 2008) Click here for mp3 version and a complete list of podcasts from the AAC&U 2008 Annual Meeting.
"Integrated" Learning in an Era of School Resegregation (podcast)
Beverly Daniel Tatum, President of Spelman College, discusses how to create seamless learning environments to ensure that students--the next generation of leaders--will be prepared to engage effectively with others in a pluralistic society. Recorded November 1, 2007. (Click here for mp3 version and a complete list of podcasts from the AAC&U 2007 Sharing Responsibility for Essential Learning Outcomes Conference).
Intellectual Community/Diverse Academy (podcast)
J. Herman Blake, Scholar in Residence and Director of the Sea Islands Institute at the University of South Carolina identifies ways to work across traditional boundaries--guided by compelling visions--to engage campus constituencies in experiences that generate an intellectual commons within the diverse academy and achieve essential learning outcomes that all students need to succeed in our contemporary, global society. Recorded November 2, 2007. (Click here for mp3 version and a complete list of podcasts from the AAC&U 2007 Sharing Responsibility for Essential Learning Outcomes Conference).
Mapping the Future of Inclusion and Excellence (podcast)
Alma R. Clayton-Pedersen, Caryn McTighe Musil, and Jeffrey Milem present and lead a discussion on diversity as a component of academic excellence on college campuses. (Click here for mp3 version and a complete list of podcasts from the AAC&U 2006 Annual Meeting).
Transforming the Face of Health Professions Through Cultural and Linguistic Competence Education: The Role of the HRSA Centers of Excellence
This curriculum guide consists of strategies, tools, and resources for implementing and integrating cultural and linguistic competency content and methods into existing academic programs under the leadership of the Health Resources and Services Administration (HRSA) Centers of Excellence. It also provides a template and starting point for cultural and linguistic competence education ranging from guiding principles on the issue and implementation strategies to evaluation, dissemination, and a compendium of resources for teaching.
The purpose of the Diversity Resource Database is to
promote social equality by transforming educational
practices and curricula. The DRD offers a searchable
database to provide print, media, and web-based resources
relevant to developing "diversity-inclusive"
curricula and pedagogy for use by students, faculty,
and educators. By "diversity-inclusive" a
commitment to developing anti-racist, anti-sexist, and
anti-homophobic curricula and pedagogies appropriate
to K-12 teaching and higher education is intended.
Storytelling, Mercer University and Macon State
Digital storytelling ties together elements of the
personal narrative, visual representation, and new media
production. This emergent technology deserves a respected
place in the classroom, as it offers new techniques
to help develop the writing and critical thinking skills
of all students. By helping students find their own
voice, and write their own stories, we can create a
learning environment that will both engage and empower
those we wish to teach.
The Cultures and Communities (CC) Program Office sponsors undergraduate courses, faculty research, community engagement activities, and special events that enhance the General Education experience at UWM. The emphases of CC include diversity and cross-cultural literacy, community engagement, global perspectives, science and society, innovative pedagogy, service learning, and interdisciplinarity.
This project builds on major efforts
at the University of Washington and
across the nation to engage humanities
scholars in the comparative, interdisciplinary
study of American racial/ethnic groups
in order to develop new conceptual frameworks
for teaching. These new frameworks will
help elucidate both the connections
and the conflicts that arise in forging
the narrative of the "making of
America" and attempting to redefine
a national identity more representative
of multiple cultural heritages.
This paper explores current developments
in curriculum transformation. It presents
a brief overview of what these changes
seek to accomplish and what they mean
for today's college students. It includes
a summary of the most recent research
on the impact of these kinds of changes
on student's cognitive development and
attitudes toward diversity and provides
a list of additional resources on curriculum
change in higher education.
for Creating And Sustaining State/Regional/Campus
Curriculum Transformation Initiatives
the New Jersey Project
Paula Rothenberg of the New Jersey
Project on Inclusive Scholarship, Curriculum,
and Teaching offers this brief set of
points regarding curriculum transformation.
These excerpts are from a longer report
for purchase - and distinguish among
multiple goals for student learning
about American pluralism and offer specific
recommendations about the kinds of learning
that can meet different goals. Addressing
both general education and majors, the
selections provided here explain the
recommendations and provide campus examples
for each recommendation. The report
is one of several published through
the AAC&U initiative: American Commitments:
Diversity, Democracy and Liberal Learning.
Originally published in Diversity
Digest, this study by Debra Humphreys
and Carol Geary Schneider provides an
overview of trends in curriculum transformation
efforts on campuses across the country.
This article focuses on diversity requirements,
learning goals for diversity courses,
and new curricular frameworks emerging
from transformation efforts at hundreds
of colleges and universities.
Peter Gold, Assistant Dean of the
Undergraduate College, State University
of New York-Buffalo From a recent issue
of Diversity Digest focusing
on curriculum transformation, this article
provides practical advice on managing
the process of building support for
new diversity requirements. It provides
details about productive use of assessment
data and the management of campus debate.
Educational Value of Diversity,
by Jonathan R. Alger, AAUP associate
counsel and staff liaison for Committee
L on Historically Black Institutions
and the Status of Minorities in the
Originally published in Academe,
this article addresses the substantive
and legal issues related to diversity.
It looks at racial and ethnic diversity
in guiding institutional mission, employment
practices, admission practices, the
idea of merit, learning outcomes, and
explores the "compelling interest" met
through campus diversity. This is an
excellent article for understanding
the philosophical underpinnings of diversity.
a Difference -- Culture, Science and
Keynote Address for the National Minority
Research Symposium October 18, 1997,
New Orleans, given by Joe Coulter, the
University of Iowa Stressing the importance
of having diverse perspectives in the
sciences Dr. Coulter emphasizes: "The
differences among us, our different
ethnic identities . . . our ways of
thinking and communicating -- who we
really are -- need to play a much greater
role in shaping our educational and
professional lives as basic biomedical
Transformation Project Report: A
Five Week Summer Institute at University
of Maryland, College Park, in 1993.
Describing one in a continuing series
of summer institutes at Maryland that
introduce faculty to new scholarship
on women and diversity so they might
transform their courses, this report
discusses the application and selection
processes, outcomes in new syllabi,
and activities beyond the institute
to support faculty work. Also included
are a bibliography of readings and a
detailed description and
syllabus from the Summer Institute.