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Living in our Diverse Nation

Approaches & Perspectives

OVERVIEW:

This document provides a description of the Living in our Diverse Nation component of University Studies. In so doing, it differentiates between common component-level student learning outcomes and discipline-specific course-level learning outcomes. The goal is to encourage the development of challenging and varied University Studies courses that share common assessable student learning outcomes.

PART I: DESCRIPTION AND RATIONALE

This component of the University Studies program includes courses that provide students with an understanding of the importance and implications of human diversity in the United States. To develop this understanding, courses must provide students with opportunities to study the origins of cultural differences and the "cultural adhesives" that bind people together in the United States. Studying human diversity involves a systematic examination of the influences of one or more of the following: race, ethnicity, class, gender, age, socioeconomic status, disability, religious beliefs, or sexual characteristics. Students should explore cultural diversity and interactions in the U.S., including diverse cultural values and viewpoints. Courses in the Living in our Diverse Nation component will expose students to the many facets of a diverse society, while encouraging students to develop a self-awareness and self-understanding of the importance and implications of diversity in their own lives.

PART II: COMMON STUDENT LEARNING OUTCOMES ALIGNED TO UNIVERSITY STUDIES GOALS

The following are the Common Student Learning Outcomes for Living in our Diverse Nation. These are aligned with the UNCW Learning Goals. Each course in this category must address all of the Common Student Learning Outcomes for the category, and list these Common SLOs along with course-specific SLOs in the course syllabus. Proposals for inclusion in the category will describe the opportunities which will be provided for students to learn (readings, class discussion and/or activities, applied projects) and list the specific sources of evidence (exams, papers, projects, quizzes, etc.) that will be used to determine the level of student understanding.

The student will:

  • LDN 1. Analyze and interpret evidence of the influence of human diversity on the history and present culture of the United States. [Foundational Knowledge, Critical Thinking]
  • LDN 2. Demonstrate an understanding of social and cultural influences in the U.S. that shape perspectives of various social groups, while considering the consequences of advantage and disadvantage. [Foundational Knowledge, Critical Thinking, Diversity]
  • LDN 3. Evaluate theories and arguments related to the ways in which diversity has shaped and continues to shape identity and experience in the U.S. [Critical Thinking, Diversity]

PART III: STUDENT COMPLETION REQUIREMENTS

Students are required to take three hours from this component.

CATEGORY SPECIFIC GUIDELINES FOR PROPOSERS

  • The course should be focused on the United States; the United States' circumstances may very well be extensively contextualized globally if appropriate
  • Proposed course should focus on diversity as a matter of primary importance. They should be a substantial and significant component of the course, as reflected in assignments, class time, etc.
  • LDN courses should not also be proposed for LGS.