Diversity (DV) Criteria
Mission Statement
The diversity requirement supports the institutional commitment to proactively support a positive campus climate in regard to diversity, equity, and inclusion. Courses that fulfill this requirement provide opportunities for students to critically explore the society and culture in the United States — its norms, laws, public policies, cultural practices, and discourses — in the context of the rich and varied cultural diversity that has shaped it. All students in courses fulfilling this requirement will grapple with theoretical approaches to discrimination, privilege, and social justice. Race, ethnicity, sex, gender, socioeconomic status, age, religion, ability status, or sexual orientation will be the crux of these classes. Students will also critically reflect on their own identities and relationships with institutions that maintain and/or challenge the status quo. The goal of this requirement is to extend cross-cultural understanding, to interrogate current and historical narratives of equality, justice, progress, and freedom, to open possibilities for meaningful communication across social boundaries, and to allow students to consider ethical and social decisions from multiple perspectives. This requirement, together with other institutional practices, also signals to students that their distinctive traditions, opinions, and insights enrich and are valued at the university.
Grading
A minimum grade of C- or CR in one of the approved courses is required to complete this requirement. Minimum grade does not apply to pre-requisites. Please check with the department first. If the course is a requirement for a major, it must be taken for a letter grade and CR/NC is not an option.
Bachelor Degree Requirement Course Review Rubric
A. Content Criteria
Each course must address all four questions:
High (3) | Medium (2) | Low (1) | None (0) | |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
B. Process Criteria (Student Learning Experience Criteria)
Each course should address at least two of the following criteria:
High (3) | Medium (2) | Low (1) | None (0) | |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
C. Learning Outcomes
Each course must address both criteria:
High (3) | Medium (2) | Low (1) | None (0) | |
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Two learning outcomes are selected and ample and concrete evidence is provided about how students will have the opportunity to achieve those outcomes. | One or two learning outcomes are selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome but not both. | One or two learning outcomes are selected and some evidence is provided about how students will have the opportunity to achieve them but the evidence is vague and unattached to specific elements of the course. | Two learning outcomes are not selected and no evidence is provided about how students will have the opportunity to achieve each learning outcome. |
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One learning outcome is selected and ample and concrete evidence is provided about how students will have the opportunity to achieve it. | One learning outcome is selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome. | One learning outcome is selected and some evidence is provided about how students will have the opportunity to achieve it but the evidence is vague and unattached to specific elements of the course. | No learning outcomes are selected and no evidence is provided about how students will have the opportunity to achieve the learning outcome. |