National Women's Studies Association (NWSA)
NWSA supports and promotes feminist/womanist teaching, learning, research, and professional and community service at the pre-K through post-secondary levels and serves as a locus of information about the inter-disciplinary field of Women's Studies for those outside the profession.

AAC&U National Survey on Diversity Requirements

This survey of 546 colleges and universities across the country found that 62 percent of respondents report that they either have in place a diversity requirement or they are in the process of developing one. The survey was administered by the Association of American Colleges and Universities and supported by the James Irvine Foundation. Watch for upcoming case studies of individual diversity requirement models.

Diversity and The College Curriculum: How Colleges & Universities Are Preparing Students For a Changing World, by Debra Humphreys, AAC&U

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.

Assessing Diversity Courses by Jack Meacham at State University of New York, Buffalo

This entry underscores the importance of tying assessment of diversity courses to the learning goals of the course. In three pages it offers a wide variety of practical assessment methods that could easily be immediately adapted to evaluate a diversity course. Includes a sample questionnaire (See also specific examples in General Education/Institutional Models).

Analyzing the Impact of Asian American Studies in the Curriculum, the University of Massachusetts, Boston

This study examines the meaning and impact Asian American Studies courses have had over time in the lives of alumni. This summary of findings supports continued program development for Asian American Studies at UMass Boston. It is also designed to inform national debates about diversifying the curriculum and the long-term impact of ethnic studies courses.

ALANA/Ethnic Studies Assessment at the University of Vermont

In the fall of 1997, the University of Vermont conducted a self-assessment report to examine both the reasons that their students take ALANA/Ethnic Studies courses as well as the impact that these courses have on increasing students' understanding about U.S. race and diversity issues. Results from this survey study show that in general, students highly approved the ethnic studies classes in which they were enrolled, with little difference in approval ratings for courses that were taken predominantly for the race and ethnicity requirement and those taken for personal student interest.

How Diversity Affects Teaching and Learning, by Sylvia Hurtado, University of Michigan

In this essay, Hurtado illustrates how a climate of inclusion has a positive effect on learning outcomes, citing examples of how key transformations in the teaching and learning activity of institutions are linked with understanding and serving a diverse student body.