1. International & Diversity Subcommittee November 3, 2017
Proposed Changes to International and Diversity Objectives/ SLOs/ Syllabus Policy
International & Diversity Subcommittee
November 3, 2017

2. International

3. From UF’s Internationalization QEP

4. International Objectives
Current
International courses provide instruction in the values, attitudes and norms that constitute the contemporary cultures of countries outside the United States.
These courses lead students to understand how geographic location and socioeconomic factors affect these cultures and the lives of citizens in other countries.
Through analysis and evaluation of the students’ own cultural norms and values in relation to those held by the citizens of other countries, they will develop a cross-cultural understanding of the rest of the contemporary world.
Proposed
International courses promote the development of students’ global and intercultural awareness.
Students examine the historical, cultural, economic, political, and/or social experiences and processes that characterize the contemporary world, and thereby comprehend the trends, challenges and opportunities that affect communities around the world.
Students analyze and reflect on the ways in which cultural, economic, political, and/or social systems and beliefs mediate their own and other people’s understanding of an increasingly connected world.

5. Diversity

6. Diversity Examples from Peer/Aspirational Institutions
University of Kentucky
“…Students will recognize historical and cultural differences arising from issues such as ethnicity, gender, language, nationality, race, religion, sexuality, and socioeconomic class; students will demonstrate a basic understanding of how these differences influence issues of social justice, both within the U.S. and globally; students will recognize and evaluate the ethical dilemmas, conflicts, and trade-offs involved in personal and collective decision making…”
UMass Amherst
“Since a sensitivity to social and cultural diversity is advanced by an understanding of the dynamics of power in modern societies, courses that focus on the differential life experiences of women outside the mainstream of American culture, minorities outside the mainstream of American culture, and the poor also come within the scope of this requirement.”
University of Georgia
“The cultural diversity requirement should enable students to develop their understanding of issues of race, religion, ethnicity, gender, and class, not only within the cultures they are studying, but also as applied to their own cultures…Graduates should have developed an awareness of how historical events and longstanding customs relating to race, religion, ethnicity, gender, and class have influenced contemporary political, social, and economic issues of society.”
UCLA
Under the requirement, students will be required to earn at least a C in a course that "substantially addresses racial, ethnic, gender, socioeconomic, sexual orientation, religious or other types of diversity."

7. UF’s Definition of Diversity
“Where ‘diversity’ is used, it implies the broadest definition of diversity as it supports the mission and values of the university. Diversity encompasses all aspects of identity and positionality that contribute to a robust academic, research and campus environment. It includes variation and intersectionality across ability, discipline, ethnicity, experience, gender identity, geographic background, perspective, race, sex, sexual orientation, socioeconomic status, talent and other characteristics.”

8. Diversity Objectives Current Proposed
Diversity courses provide instruction in the values, attitudes and norms that create cultural differences within the United States.
These courses encourage students to recognize how social roles and status affect different groups in the United States.
Students are expected to analyze and evaluate their own cultural norms and values in relation to those of other cultures, and to distinguish opportunities and constraints faced by other persons and groups.
Proposed
Diversity courses examine the historical processes and contemporary experiences characterizing social and cultural differences within the United States.
Students engage with diversity as a dynamic concept related to race, gender identity, class, ethnicity, religion, age, sexual orientation, abilities, and/or other human differences and their intersections. 
Students critically analyze and evaluate how social inequities are constructed and affect the opportunities and constraints of across the US population. 
Students analyze and reflect on the ways in which cultures and beliefs mediate their own and other people’s understandings of themselves and an increasingly diverse U.S. society.

9. Student Learning Outcomes

10. International Student Learning Outcomes
Current Objective
International courses provide instruction in the values, attitudes and norms that constitute the contemporary cultures of countries outside the United States.
These courses lead students to understand how geographic location and socioeconomic factors affect these cultures and the lives of citizens in other countries.
Through analysis and evaluation of the students’ own cultural norms and values in relation to those held by the citizens of other countries, they will develop a cross-cultural understanding of the rest of the contemporary world.
Current SLOs
Content
Identify, describe, and explain the values, attitudes and norms that shape the cultural differences of peoples who live in countries other than the United States. Identify, describe, and explain the roles of geographic location and socioeconomic factors on the lives of citizens in other countries.
Critical Thinking
Analyze and evaluate their own cultural norms and values in relation to those held by citizens in other countries.

11. International Student Learning Outcomes
Proposed Objective
International courses promote the development of students’ global and intercultural awareness.
Students examine the historical, cultural, economic, political, and/or social experiences and processes that characterize the contemporary world, and thereby comprehend the trends, challenges and opportunities that affect communities around the world.
Students analyze and reflect on the ways in which cultural, economic, political, and/or social systems and beliefs mediate their own and other people’s understanding of an increasingly connected world.
Proposed SLOs
Content
Identify, describe, and explain the historical, cultural, economic, political, and/or social experiences and processes that characterize the contemporary world.
Critical Thinking
Analyze and reflect on the ways in which cultural, economic, political, and/or social systems and beliefs mediate understandings of an increasingly connected world.

12. Diversity Student Learning Outcomes
Current Objective
Diversity courses provide instruction in the values, attitudes and norms that create cultural differences within the United States.
These courses encourage students to recognize how social roles and status affect different groups in the United States.
Students are expected to analyze and evaluate their own cultural norms and values in relation to those of other cultures, and to distinguish opportunities and constraints faced by other persons and groups.
Current SLOs
Content
Identify, describe, and explain the roles of social structure and status of different groups within the United States.
Critical Thinking
Analyze and evaluate their own cultural norms and values in relation to those of other cultures. Identify, evaluate and compare their own social status, opportunities, and constraints with those of other persons and groups.

13. Diversity Student Learning Outcomes
Proposed Objective
Diversity courses examine the historical processes and contemporary experiences characterizing social and cultural differences within the United States.
Students engage with diversity as a dynamic concept related to race, gender identity, class, ethnicity, religion, age, sexual orientation, abilities, and/or other human differences and their intersections. 
Students critically analyze and evaluate how social inequities are constructed and affect the opportunities and constraints across the US population. 
Students analyze and reflect on the ways in which cultures and beliefs mediate their own and other people’s understandings of themselves and an increasingly diverse U.S. society.
Proposed SLOs
Content
Identify, describe, and explain the historical processes and contemporary experiences characterizing diversity as a dynamic concept related to race, gender identity, class, ethnicity, religion, age, sexual orientation, disability, and/or other human differences and their intersections.
Critical Thinking
Analyze and evaluate how social inequities are constructed and affect the opportunities and constraints across the US population. Analyze and reflect on the ways in which cultures and beliefs mediate understandings of an increasingly diverse U.S. society.

14. Syllabus Policy

15. Syllabus Policy
We propose adding these guiding statements to the Gen Ed syllabus policy for International and Diversity:
International/Diversity courses should have significant touchstones to relate to current world (should be comparative to current world) in order to be contemporary.
More than half the content should address the International or Diversity Objective – as the only course students may take in these areas, the experience should be substantial.
Courses may be approved as both International and Diversity, but if so, should have 50% content addressing International and 50% content addressing Diversity.
Syllabi should make clear connections between content and assignments and the course’s Student Learning Outcomes and assessment of those outcomes.