Diversity Requirements

All English gen ed courses that fulfill the global social and cultural diversity requirement must meet the guidelines below:


UNIVERSITY OF MASSACHUSETTS AMHERST
OFFICE OF THE SECRETARY
THE FACULTY SENATE

UNDERGRADUATE GENERAL EDUCATION DESIGNATION PROPOSAL, SECTION II
(Form F, Section I must be contemporaneously submitted)

PROPOSAL FOR GLOBAL SOCIAL AND CULTURAL DIVERSITY (G) DESIGNATION

The purposes of the Global Social and Cultural Diversity requirements are: (1) to emphasize the need for educated citizens to understand that different cultures and societies provide unique contexts for human experience; (2) to analyze and appreciate the ways in which norms and values differ across cultures and societies, and (3) to encourage pluralistic perspectives in order to recognize our culture in relation to other cultures. Courses satisfying the requirements shall reach beyond the perspectives of the mainstream Western tradition (Europe and North America). They may focus on the peoples of Africa, Asia, Latin America, or the Middle East, or the descendants of those peoples or other minorities in Western industrial societies (not including the U. S.). They may focus on the differential life experiences of those whose national, geographic or economic status places them out of the mainstream of Western industrial societies.

With the foregoing in mind, please identify and explain the following (please note that after each set of questions, there is an expanding text field. Since this field is limitless, you will be able to answer each question in full):

1. How does the course address the three purposes of the Diversity requirement?

2. If this course does not focus entirely on groups or populations included in the above definition, a significant amount of the course materials must address groups or populations included in those definitions. Such materials should be integrated into the course’s purpose and design, and not be “tacked on” as a token reference to or section on diversity. Explain how this is accomplished.

3. Critical thought on the issues of social and cultural diversity must be demonstrated by students in their writing; it is not sufficient for it to be addressed only in lectures or readings. How is this requirement of the designation implemented?

4. Regardless of disciplinary definitions, General Education courses should involve critical or analytic thinking and should provide contexts for questioning the larger society and the individual’s relation to it. If the “stand-alone” Diversity designation is proposed, please explain how the course contributes to a student’s “general education” in this respect, if it does not fit within the curriculum area or interdisciplinary categories.

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