Draft Diversity Learning Objectives

The following draft learning objectives were developed by Cal Poly's Diversity in the Curriculum Task Force during 2003-04. The final University Diversity Learning Objectives were approved by President Baker March 24, 2008.

In addition to the current U. S. Cultural Pluralism and GE Area D3 requirements, the Task Force expects that diversity can be taught across the curriculum, and in a wider range of courses than is commonly assumed.  To help achieve and study this idea, the Task Force has developed a set of learning objectives, which we believe (a) can help define a university-wide diversity curriculum, and (b) can help faculty achieve diversity in the curriculum, whether they aim at one of the learning objectives or several.

As a result of including the perspectives of diverse individuals and groups in Cal Poly's overall curriculum most students will be better able to do all of the following:

1. Demonstrate an awareness of and a greater willingness to consider a wide range of ideas, attitudes, and behaviors different from their own regarding social, ethnic/racial, and gender/sexual diversity.

2. Explore ideas that will help them understand and function in an integrated national and international environment that is increasingly diverse.

3. Acquire and foster a greater understanding of the relationship between diversity, inequality, and power both in the US and globally.

4. Acquire and demonstrate knowledge of contributions made by diverse individuals and marginalized groups.

5. Demonstrate an awareness or understanding of the ways in which the absence of input or influence of marginalized groups limits cultural economic, social, political and scientific development of theoretical frameworks, societal institutions, etc.
6. Apply diversity-related knowledge and communication strategies to develop self-awareness of what it means, in terms of status and history, to be a member of the student’s own gender, race, class, ethnicity, age, and religion in our culture as well as an understanding of how these categories affect those who are different from one’s self.

7. Apply critical thinking to theories about diversity in order to develop an understanding of competing approaches, and further develop independent thought.

8. Acquire the understanding that diversity broadens and enhances the intellectual culture that is essential to higher education.

*Endorsed by the Diversity in the Curriculum Task Force, Final Version 12/8/03