APPENDICES
TO
THE
DIVERSITY
REPORT
Appendix
A
Glossary
For the purposes of discussing a proposed diversity requirement, the following imprecise definitions may be used:
culture, definition 1: "Cultures are sets of patterned behavior learned by humans as members of particular societies." (Kehoe 1998:2). The key concept in is that culture is learned. This definition permits the assumption that each society or group has a different culture.
culture, definition 2: "The acquired knowledge that people use to interpret experience and generate social behavior" (Spradley 1979:5). This definition, too, emphasizes that culture is learned (acquired), but it does not imply a one-to-one relationship between a society or group on the one hand and culture on the other. The same person or the same group may draw on more than one culture; we are all multicultural in this sense (Goodenough 1976).
ethnicity: A social construct (see "race" below). "While diverse definitions exist, ethnicity may be defined as the identification with population groups characterized by common ancestry, language and custom." American Anthropological Association http://new.aaanet.org/gvt/ombdraft.htm
race: "Anthropologically speaking, the concept of race is a relatively recent one. Historically, the term ‘race’ was ascribed to groups of individuals who were categorized as biologically distinct. Rather than developing as a scientific concept, the current notion of ‘race’ in the United States grew out of a European folk taxonomy or classification system sometime after Columbus sailed to the Americas." American Anthropological Association http://new.aaanet.org/gvt/ombdraft.htm
"Race and ethnicity both represent social or cultural constructs for categorizing people based on perceived differences in biology (physical appearance) and behavior. Although popular connotations of race tend to be associated with biology and those of ethnicity with culture, the two concepts are not clearly distinct from one another." http://new.aaanet.org/gvt/ombdraft.htm
For example, "White" is a socially constructed label whose meaning has changed over time. In earlier eras, the Irish, Slavs, and southern Europeans were considered distinct (non-white) races. At the moment in the United States, not everyone agrees whether the label applies to people of Middle Eastern, South Asian, Latin Americans, or Jewish descent. "Black" is a socially constructed label; at the moment in the United States it usually refers to people with any known sub-Saharan African ancestry.
Goodenough, W. H. (1976). Multi-culturalism as the normal human experience. Anthropology and Education Newsletter 7(4), 4-7.
Kehoe, Alice Beck. (1998). Humans: an introduction to four-field anthropology . New York : Routledge.
Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston.
Appendix
B
Goals for the Undergraduate Experience and
Graduating
Student Survey 2000
- Write clearly and effectively
- Speak clearly and effectively
- Understand the world of work and develop skills for participation in it
- Articulate an ethical framework for decision making
- Understand, manipulate, and present textual and quantitative information
- See relationships, similarities, and differences between ideas, objects, and phenomena
- Make use of diverse historical, philosophical, and artistic contexts to understand both your own and other cultures
- Relate theory to practice
- Function effectively both individually and collaboratively
Satisfaction
with Campus Services 2000
Appendix C
Examples of Multicultural Course Requirements
Collected by CASL’s ad hoc Committee on
Multicultural Commonalities and Differences in 1999
Examples of Multicultural Course
Requirements
UM-Ann Arbor (LS&A): 'tRace & Ethnicity requirement" (I
course)
Courses are approved by a term-by-term basis. Required content: the melning
of race, ethnicity, and racism; racial and ethnic intolerance and resulting
inequality as it occurs in the United States Qr-elsewhere; comparisons of
discrimination based on race, ethnicity, religion, social class, Qr gender.
Required focus: subs!.antial, though not necessarily exclusive, attention to
the required content [in ways that are] consistent with disciplines or fields
of study. ...
UM-Flint: General Education Requirement under II Area Options."
Area Options (4 categories): Students ~~Iect two are~~ and take three
courses from each selected area. Areas:
1) Analytical Reasoning ( e.g.. AF A Africana Theories ofKnowledge;
Phill 03 Principles of Analytical Reasoning; Phil202 Logic; Chem 160 Principles
of Chem; Phy243 Introduction to Physics; Mathl16 Mathematical Inquiry);
2) Cultural Studies
"Nature and types of human culture"--13 Anthro. Soc. PolSci. Geog
courses;
"Foreign cultures"--30 AFA, Anthro. Soc. Eng. French. Hist courses
both Western and non- Western;
II American Cultures"--28 AF A, Anthro. Eng. Hist. WS. PolSci courses
3) Foreign Language,'
4) Values Inquiry
"Courses that present and critically examine different theories and types
of reasoning involving diverse values in such areas as ethics politics,
religion. art. and literature"--19 AF A, Eng. Hist. Phil. PolSci. Soc
courses~ and.
"Courses involving rigorous thinking about value-Iaden issues"--28 AF
A, Eng. Phil. PolSci. Psych. Soc. SocWk courses which cover evolution. women's
literature, feminist theory. law. aging. race and ethnicity. civil liberties.
psychological adjustment. the family
4) Foundations of Western Civilization
23 courses "concerned with the history of western civilization. its
philosophic traditions, its culture. and its political thought" and
17 courses "concerned with the western literary tradition through 19th
century. II
UW-LaCrosse: General Education requirement--Liberal Studies. 2 Area:
1:Minority Cultures or Multiracial Women's Studies (Select 1 of 14
courses):
e.g., English 207 Multicultural Literature in the U.S.; English 210 Literature
of Black America; History 299 History of Ethnic America; Soc 225 Racial &
Ethnic
Minorities; Econ 336 Women in the U.S. Economy; PolSci 205 Women and Politics
..
2)International and Multicultural Studies: Becoming World Citizens
(Select 2 of 10
courses). REQUIRED: Hist 151 World History to 1500. Electives (e.g.,): Econ120
Global Macroeconomics; Eng 128 International Studies in Literature; Geog200 Conservation
of Global Environments; Phil230 Multicultural Philosophy; PoISci234 Comparative
Political Systems.
~
Eastern Michigan University: General Education requirements
Area III: Social Science--student must select 1 of 22 courses in
"cros~cultural.QJ. internationaLstudies" (e.g., Anthro233 People and
Cultures ofMexico~ Econ321 Minority Workers in the Labor Market~ Anthro355
Anthro ofWomen~ Hist315 History of Black Americans~ Hist348 20th Century
Africa~ Soc344 Sociology of Gender~ Hist375 Modern India)
Area IV: Arts and Humanities--Students select 1 C9UfSeS from 4 categories, one of which is "cross-cultural or international studies" (3 courses): F1AN2lS Cultures of Mexican-Americans and Cubans in the U.S.~ LITR204 Native American Literature~ LITR260 African American Literature. Also, there are elective courses which fulfill this requirement under Theatre Arts, (e.g., African American Theatre), and Philosophy (Phil of Women)
Oakland University: General Education
requirement--"§!!!!!jc~iveJsi.tY geQuiremem"
Students must select 1 course from any of 5 academic units:
College of Arts & Sciences (29 courses covering African-American, Native
American, Mexican and Mexican-American history or culture; U.S. race and
ethnicity)
School of Business ( 4 courses covering consumer behavior, economics of human
resources, management of human resources, principles of microeconomics)
School of Education and Human Services ( 5 courses covering social studies in
elementary school, cultural diversity in the workplace, teaching of reading
courses).
School ofHealth Sciences (I course--"Health Care Dimensions")
School of Nursing (I course--"Professional Nursing in the Community")
Central Michigan University: General requirement under
"Integrative and Area Studies".
Students must select 1 course from eJl.9l1 of three areas (total of3 courses):
Integrative and Interdisciplinary Studies (25 courses in
Antro, Econ, Hist, Humanities,
PolSci, Psych, Soc, WS such as "Dress and Culture,"
"Primates," "Death and Dying," "Women in the
Economy," "Socialism, Fascism, and Liberalism," "Current
American Indian Issues," "Environmental Geography."
Studies in Global Cultures ( 45 courses in Ant}u-o, Econ, Foreign
Languages, Hist, Phil, PolSci, Religion, Soc. Courses include: "Cultures
of. ..Africa/Latin America, South Pacific; " foreign languages (French,
German, Japanese, Ojibwe, Spanish); "Economic Development on the Pacific
Rim~ " "Chinese Societies; " "Religious Traditions
of. ..China/Japan/lndia; " "Islam; " "The Buddhist
Tradition. "
Studies in Racism and Cultural Diversitv in the United States ( 18
courses in Anthro, Eng, Hist, Journalism, Phil, PolSci, Religion, Soc, WS.
Courses include: history, culture or literature of Native Americans,
African-Arnericans, Hispanic Americans; racism~ discrimination; politics and
justice (e.g., Civil Rights movement); religion and race
("From Spirituals to Gospel").
Studies in Racism and Cultural Diversity in the United States ( 18
courses in Anthro, Eng, Hist, Journalism, Phil, PolSci, Religion, Soc, WS,
Courses include: history, culture or literature of Native Americans,
African-Americans, Hispanic Americans; racism; discrimination; politics and
justice (e,g" Civil Rights movement); religion and race
("From Spirituals to Gospel").
Appendix
D
UMD
Alumni Survey 1996-2000
Sample = 20% of graduates 1986-1995 (N = 6,390, Respondents = 1,624, or 25%)
|
Goals sorted by importance to alumni |
importance |
impact |
gap |
|
Recognizing and using effective verbal communication skills |
3.77 |
3.06 |
0.71 |
|
Defining and solving problems |
3.71 |
3.22 |
0.49 |
|
Recognizing and using effective written communication skills |
3.71 |
3.25 |
0.46 |
|
Living my personal and professional life according to my own standard |
3.63 |
2.50 |
1.13 |
|
Working cooperatively in groups; working as a team member |
3.58 |
3.06 |
0.52 |
|
Thinking objectively about beliefs, attitudes, and values |
3.56 |
2.90 |
0.66 |
|
Developing and using effective leadership skills |
3.56 |
2.61 |
0.95 |
|
Developing original ideas and/or products |
3.53 |
2.79 |
0.74 |
|
*Getting along with people from various cultures, races, backgrounds, etc. |
3.52 |
2.78 |
0.74 |
|
Making and exercising lifelong commitment to learning |
3.50 |
3.00 |
0.50 |
|
Analyzing and drawing conclusions from various types of data |
3.49 |
3.12 |
0.37 |
|
Accessing and using a variety of information |
3.46 |
3.12 |
0.34 |
|
Getting along with people whose attitudes and opinions are different from mine |
3.41 |
2.62 |
0.79 |
|
*Understanding and appreciating cultural and ethnic differences btw people |
3.22 |
2.58 |
0.64 |
|
Appreciating & exercising my rights, responsibilities & priveleges as a citizen |
3.14 |
2.28 |
0.86 |
|
Learning about existing and emerging careers |
3.09 |
2.34 |
0.75 |
|
Understanding the interaction of human beings and the environment |
2.97 |
2.37 |
0.60 |
|
*Understanding international issues (political, economic, etc.) |
2.96 |
2.41 |
0.55 |
|
Understanding and appreciating art, music, literature, etc. |
2.70 |
2.34 |
0.36 |
|
|
|
|
|
|
|
|
|
|
|
Goals sorted by gap between importance and impact of UMD |
importance |
impact |
gap |
|
Living my personal and professional life according to my own standard |
3.63 |
2.50 |
1.13 |
|
Developing and using effective leadership skills |
3.56 |
2.61 |
0.95 |
|
Appreciating & exercising my rights, responsibilities & priveleges as a citizen |
3.14 |
2.28 |
0.86 |
|
Getting along with people whose attitudes and opinions are different from mine |
3.41 |
2.62 |
0.79 |
|
Learning about existing and emerging careers |
3.09 |
2.34 |
0.75 |
|
*Getting along with people from various cultures, races, backgrounds, etc. |
3.52 |
2.78 |
0.74 |
|
Developing original ideas and/or products |
3.53 |
2.79 |
0.74 |
|
Recognizing and using effective verbal communication skills |
3.77 |
3.06 |
0.71 |
|
Thinking objectively about beliefs, attitudes, and values |
3.56 |
2.90 |
0.66 |
|
*Understanding and appreciating cultural and ethnic differences btw people |
3.22 |
2.58 |
0.64 |
|
Understanding the interaction of human beings and the environment |
2.97 |
2.37 |
0.60 |
|
*Understanding international issues (political, economic, etc.) |
2.96 |
2.41 |
0.55 |
|
Working cooperatively in groups; working as a team member |
3.58 |
3.06 |
0.52 |
|
Making and exercising lifelong commitment to learning |
3.50 |
3.00 |
0.50 |
|
Defining and solving problems |
3.71 |
3.22 |
0.49 |
|
Recognizing and using effective written communication skills |
3.71 |
3.25 |
0.46 |
|
Analyzing and drawing conclusions from various types of data |
3.49 |
3.12 |
0.37 |
|
Understanding and appreciating art, music, literature, etc. |
2.70 |
2.34 |
0.36 |
|
Accessing and using a variety of information |
3.46 |
3.12 |
0.34 |
|
|
|
|
|
|
Scale: 4=Major, 3=Moderate, 2=Minor, 1=No importance |
|
|
|
Appendix
E
Student
Questionnaire
Student members of the Advisory Group Angel Grubb and Jody Florkowski designed the following questionnaire. It was originally designed to be a verbal survey, but was later given in a written format in order to increase the sample size. It attempts to understand students’ feelings toward their cultural exposure and training at UM-D, as well as their feelings toward the course options that the committee has explored, should faculty decide to adopt such a global/diversity requirement for CASL students.
- How do you feel about people’s
understanding toward people of different cultures, ethnicities, races,
religions, genders, nationalities, sexual orientations, etc.?
- Do you feel that it is
important for us to have a good understanding toward people of different
cultures, ethnicities, races, religions, genders, nationalities, sexual
orientations, etc.?
- Do you feel that your
experience at UM-D has heightened your understanding toward people of
different groups?
- Do you feel that your
experience at UM-D has adequately heightened your understanding
toward people of different groups?
- How well do you feel that your
experience at UM-D has heightened your understanding toward people of
different groups? (Rate 1 to 10: 1=lowest; 10=highest)
- What is your opinion of a
required course dealing with diversity/global or tolerance issues if
students were allowed to choose the course from a list of courses that
dealt with such issues?
- What is your opinion of a
required course dealing with diversity/global or tolerance issues if this
was one course designed specifically to deal with all of these issues,
and was required for all future CASL students?
- For demographic purposes only,
please list your: Academic year ______ Age____ Gender____
Major____________’ With what ethnic or cultural group do you identify
yourself?
Students in classes taught by Advisory Group members Thornton (Education), Padmanabhan (Management), Anderson-Levitt (CASL), and Moran (CASL) filled out the questionnaire. Of the 87 respondents, 21 were currently enrolled in a diversity course that is mandatory for most education students, Thornton’s Exploratory Studies 410, Multiculturalism in School and Society.
In reviewing the questionnaires, we found wide-ranging support both for and against the proposed requirement, and for varied reasons. Below is a sample of responses from the questionnaire, focusing primarily on questions four, six and seven on experience at UM-D, on a cafeteria style approach, and on a mandatory course as in the Thornton Proposal.
There seemed to be a general support for the proposal. Although this is not a large nor a particularly representative sample, we note for the sake of discussion that 68% of the students were for a requirement of some sort, 21% were against it, and 11% were neutral. There was a marked concern that UM-D was not providing adequate cultural training to its students. For example, one student wrote that, "especially in a school with a high Muslim population, more discussion could have taken place after 9-11." Another student wrote, "There should be more emphasis on diversity since this college is so diverse." Of the students who recognized a need to address cultural literacy, most supported the addition of a diversity course requirement. "Living in a diverse society requires more attention on those cultures foreign to us. [The proposed course requirement is] a good idea." Another student called it an, "excellent idea," continuing, "I feel it would greatly help the individual and the society." Finally, one student wrote, "Until these things become important enough to be considered required, the issue will continue to be ignored."
It is interesting to note that students who are currently enrolled in or have already taken such a course are overwhelmingly in favor of a requirement (86% of Thornton’s students were for a requirement as opposed to 62 % of the students in other courses). "The masters in Ed. already has a required multiculturalism course, but I feel others could benefit as well." "I think it should be mandatory, because society is diverse, and for a well rounded education, this is necessary," wrote another. Among the students who favored a requirement, there was some preference for a cafeteria style approach (20%) rather than a single mandatory course (8%), although many students expressed no preference (71%), perhaps because of the wording of the questions. Among students currently in Thornton’s mandatory course, however, sentiment was much stronger for a mandatory course (23%) than for a cafeteria-style approach (5%), with 59% expressing no preference.
Some students expressed concern about an additional requirement. "I think it should be offered – not required," writes one. Another writes, "I think it would be an excellent course to offer… [but] should still be optional."
Often, those who opposed it did so because they feared that it could not do the topic justice and serve its purpose effectively. One student wrote, "I think it would backfire if it were to be required; most would not take it seriously." Another expressed concern that if students were required to take the course, they might not benefit from it fully. "I think that it would be a good idea as a course but making it required wouldn’t make much of a difference for people not interested in tolerance."
Finally, there were also many students who opposed the idea of a required course. One student expressed concern stating, "Those who are not interested might resent, rather than embrace, such required courses. I feel that students who are interested will make a point of taking the course, required or not. Don’t require everyone." Another said, "I like the idea, but if it was not required I would not take it, because I feel that I do not have the time or money to do so." Another concern was expressed about the necessity; as one student wrote, "It isn’t needed because you get adequate information on these issues from the current course load."
In conclusion, student opinion varies but of the students that were surveyed there is a strong support for such a course. It is important to recognize that much of the oppositions’ primary concern was in regard to how such a course would be handled.
Appendix F
The Study of Graduates’ Transcripts
As noted, the Advisory Group commissioned a study from Institutional Research. We wanted to know how many UMD students had taken relevant courses by the time they graduated in the absence of a CASL or campus requirement.
Student Sample
As a sample, we chose the entire population of majors who graduated during one particular academic year, 1999-2000. Recent graduating classes have resembled each other closely, IR advises us, so that this population may be taken as fairly typical.
It is important to note that we counted majors rather than individual students. Counting majors enabled us to ask whether students’ majors affected the likelihood that they would take diversity or global courses. Students with multiple majors were thus counted multiple times, and the counts in our tables should not be misread. Since multiple majors occur in all disciplines pretty evenly, counting majors should not distort our percentage measures. That is, we assume that the percentage of majors who took relevant courses closely approximates the percentage of actual students who took such courses.
For the large number of students who transferred to UMD from other institutions, relevant courses from other institutions were counted only if they transferred in as the exact equivalents of course on our list. The percentage of majors taking at least one course under each model might rise somewhat if transfer courses were scrutinized closely and credited accordingly.
Lists of Courses
To conduct the study, we had to imagine what courses on a student’s transcript might have been relevant. However, what counts as diversity or multiculturalism is a key issue for the whole report. Therefore, rather than producing a single list of courses, we tested three different models:
- Model 1, the "ethnic-cultural" or "cross-cultural" model, asked whether students had taken courses that raised their awareness of an awareness and understanding of the diversity of national and ethnic cultural groups, focusing especially but not exclusively on the United States. This model did not include gender, social class, or other aspects of diversity nor did it require attention to justice and injustice. It thus represented a narrower or more "traditional" definition of diversity or multiculturalism, but allowed a wide range of approaches to the topic.
- Model 2, the "equity" or "tolerance" model, asked whether students had taken courses that addressed issues of justice and intolerance with respect to diversity broadly defined, focusing especially but not exclusively on the United States. This model drew on Ann Arbor’s "Race and Ethnicity requirement" (www.lsa.umich.edu/saa/information/degrees), but expanded the focus to include religion, social class, gender, sexual orientation, age, and ability/disability status as well as "race" and ethnicity as sites of potential discrimination. Thus it defined diversity broadly but required a focus on issues of power differences and fairness.
- Model 3, the "global" model, asked whether students had taken courses that improved their understanding of countries or regions outside the United States or of the world as a system. The advisory group was particularly interested in courses with a cross-national component. Like Model 2, this model addresses the cross-cultural, but it emphasizes non-U.S. rather than U.S. experiences, and it attends to political, economic and historic issues that range beyond a "traditional" definition of culture.
We asked each department in CASL to help us identify courses that fit each model and to provide syllabi of those courses. When composing our hypothetical lists of relevant courses, we included only those courses for which the course description or a syllabus in hand demonstrated that the course paid substantial attention to the criteria. If we had had a more complete collection of syllabi, we might have developed longer lists and hence the measure of students having taken one or more relevant course might have risen somewhat.
Identifying Relevant Courses
This exercise was useful not only for measuring what students do on their own but also for identifying problems one would have to address if actually establishing a cafeteria-style requirement.
- Besides including relevant CASL courses, we included the School of Education’s Exploratory Studies 410, Multiculturalism in Schools and Society, as a course that would fit both the diversity or the cross-cultural models. Almost all Education majors take this course, as do CASL majors working toward a secondary schools teaching degree. Similarly, we included in the global model three relevant Management courses.
- Recognizing that different faculty may teach the "same" course differently and that the course description does not always capture how a course is taught, we attempted to judge the appropriateness of a course on the basis of actual syllabi rather than official course descriptions. For example, syllabi revealed that certain sections of Philosophy give substantial attention to diversity issues, and that "Comparative History of Technology" actually addressed gender issues in depth and social class as well.
- To follow a similar practice, the college or campus would need to appoint a standing committee to review syllabi term by term, as is done in Ann Arbor, and the Registrar’s Office would have to develop a method to tag certain sections of a course as fulfilling the requirement. However, for purposes of data-gathering, we did not include courses with multiple sections when the sections varied widely.
- In real life, appropriate topics courses should "count." However, we did not include any topics courses for the purpose of data gathering because multiple sections of the topics course could have been offered during our test year.
- It is in making judgments about which course or courses count that the college actually defines diversity or global education. The oversight committee would have to decide, for example, whether all foreign language courses fit a cross-cultural requirement or only the more advanced courses that focused primarily on culture or civilization (as we chose). It would have to decide whether to include courses on Europe as part of a global education requirement (we did), or whether to include ancient and medieval history as well as modern history (we did not).
Appendix
G
Lists
of Courses Used in Transcript Study
Hypothetical cafeteria-style models used for the purpose of data-gathering
Model 1, "Ethnic-cultural" or "Cross-cultural" (31 courses, alphabetic by discipline)
Purpose: To give students an awareness and understanding of the diversity of national and ethnic cultural groups to be found in the U.S. and the world today. Course will give special attention to the distinctive mentalities, cognitive styles, values, and world-views of the group or groups under study.
Criteria: As above. Course may focus on the U.S. or on other societies.
|
dept |
Course number |
Course title |
Pre-requisites, if any |
|
BS |
Anth 202 |
World Cultures |
ANTH 101 recommended. |
|
BS |
Anth 370 |
Indians of North America |
ANTH 101 highly rec’d. Must be: Soph., Junior, or Senior. |
|
BS |
Anth 371/ AAAS 371 |
The African Experience in the Americas |
None |
|
BS |
Anth 372 |
Introduction to Latin America |
None |
|
BS |
Anth 373 |
Anthro. Persp. On Middle East |
None |
|
BS |
Anth 440 |
Religion and Culture |
ANTH 101 recommended. |
|
BS |
Anth 455 |
Immigrants – USA |
ANTH 101 |
|
Hu |
Arabic 350 |
Arabic Lit & Culture |
None |
|
Hu |
Com 430 |
International Communication |
COMP 106 or COMP 220 or
COMP 270 or COMP Placement Score 40 Students must be: Graduate, Junior, or Senior. |
|
Hu |
Engl 239/ AAAS 239 |
Intro to Lit: African American |
None |
|
Hu |
Engl 389/ AAAS 389 |
Odyssey of Black Men in America |
COMP 106 or COMP Placement Score 40 or COMP 220 or COMP 270 and ENGL 230, 231, 232 , 233, 235, 236, 237, 239, 240, or 250 |
|
Hu |
Engl 469/ AAAS 469 |
20th Cent. African American Literature |
COMP 106 or COMP Placement Score 40 or COMP 220 or COMP 270 and ENGL 230, 231, 232, 233, 235, 236, 237, 239, 240, or 250 |
|
Hu |
Engl 472 |
Reading in Multicultural Contexts |
Not open to English concentrators. |
|
Hu |
French 305 |
Language of Business |
FREN 301 |
|
Hu |
French 337 |
France in the 20th Century |
FREN 301 |
|
Hu |
French 339 |
Francophone Literature and Civilization |
FREN 301 |
|
Hu |
Germ 376 |
Contemporary German Cultures |
GER 301 |
|
SS |
Hist 108 |
Colonial Latin America |
None |
|
SS |
Hist 112 |
The American Past II |
None |
|
SS |
Hist 114 |
Islamic Civilization: 1500 to Present |
None |
|
SS |
Hist 301 |
Armenia in World History |
None |
|
SS |
Hist 316 |
African American History |
None |
|
SS |
Hist 323 |
History of Modern China |
None |
|
SS |
Hist 328 |
Women & Islam |
None |
|
SS |
Hist 345/ AAAS 345 |
West Africa since 1800 |
None |
|
SS |
Hist 386 |
Comparative History of Technology |
None |
|
BS |
Soc 403/ AAAS 403 |
Minority Groups |
SOC 200 |
|
BS |
Soc 449/ AAAS 449 |
Black family in contemporary America |
SOC 200 |
|
Hu |
Span 305 |
Language of Business |
SPAN 301 |
|
Hu |
Span 357 |
Latin American Civilization and Culture |
SPAN 301 |
|
SOE |
EXPS 410 |
Multiculturalism in Schools and Society |
None |
Model 2, "Equity" or "Tolerance" (39 courses, alphabetic by discipline)
Purpose: To give students an awareness and understanding of intolerance, inequality, and discrimination based on one or more of the following: race, ethnicity, religion, social class, gender, sexual orientation, age, or abilty/disability status.
Criteria: As above. Course may focus on the U.S. or on other societies.
|
dept |
Course number |
Course title |
Pre-requisites, if any |
|
BS |
Anth 371 |
The African Experience in the Americas |
None |
|
BS |
Anth 373 |
Anthro. Persp. On Middle East |
None |
|
BS |
Anth 406/ WS 406 |
Culture and Sexuality |
ANTH 101 recommended. |
|
BS |
Anth 407/ WS 407 |
Sexual Praxis |
WST 275 or SOC 443 or PSYC 405 or ANTH 406 or ANTH 101 |
|
BS |
Anth 421 |
Education and Culture |
ANTH 101 or SOC 200 recommended. |
|
BS |
Anth 455 |
Immigrants – USA |
ANTH 101 recommended. Students must be: Junior, Senior |
|
Hu |
Engl 239/ AAAS 239 |
Intro to Lit: African American |
None |
|
Hu |
Engl 386/ WST 386 |
Gender Issues in Literature |
ENGL 230, 231, 232, 233, 235, 236, 237, 239, 240, 250 |
|
Hu |
Engl 389/ AAAS 389 |
Odyssey of Black Men in America |
COMP 106 or COMP Placement Score 40 or COMP 220 or COMP 270 and ENGL 230, 231, 232, 233, 235, 236, 237, 239, 240, 250 |
|
Hu |
Engl 469 |
20th Cent. African American Literature |
COMP 106 or COMP Placement Score 40 or COMP 220 or COMP 270 and ENGL 230, 231, 232, 233, 235, 236, 237, 239, 240, 250 |
|
Hu |
French 337 |
France in the 20th Century |
FREN 301 |
|
Hu |
French 339 |
Francophone Literature and Civilization |
FREN 301 |
|
SS |
Hist 112 |
The American Past II |
None |
|
SS |
Hist 301 |
Armenia in World History |
None |
|
SS |
Hist 315 |
Modern Britain |
None |
|
SS |
Hist 319 |
Civil War and Reconstruction |
None |
|
SS |
Hist 335 |
20th Century Europe |
None |
|
SS |
Hist 338/ WST 338 |
Women & Islam in Mid-East History |
None |
|
SS |
Hist 359 |
Era of the World Wars |
None |
|
SS |
Hist 368/ AAAS 368 |
Black Experience in America |
None |
|
SS |
Hist 370/ WST 370 |
Women in America: Historical Perspective |
None |
|
SS |
Hist 386 |
Comparative History of Technology (gender) |
None |
|
SS |
Hist 387 |
The Holocaust |
None |
|
NS |
NS 325/ WST 325 |
Gender and Science |
None |
|
Hu |
Phil 233 |
Critical Thinking |
None |
|
SS |
PoSc 328 |
Public Opinion |
POL 101 |
|
SS |
PoSc 371 |
International Politics |
POL 101 |
|
SS |
PoSc 414 |
Civil Rights |
POL 101; Students must be: Junior, Senior |
|
BS |
Psyc 322/ AAAS 322 |
Psychology of Prejudice |
PSYC 171 or PSYC 170 |
|
BS |
Soc 201 |
Contemporary Social Problems |
None |
|
BS |
Soc 304/ Hu 304/ Engl 304 |
Studies in Detroit Culture |
None |
|
BS |
Soc 3501 |
Sociology of Poverty |
SOC 200 |
|
BS |
Soc 403/ AAAS 403 |
Minority Groups |
SOC 200 |
|
BS |