Introduction
Background
A Framework to Foster Diversity at Penn State: 2004 - 09
Campus Climate and Intergroup Relations
Representation (Access and Success)
Education and Scholarship
Institutional Viability
and Vitality
Conclusion
Appendix 1
Appendix 2
Notes
Framework Main Page

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A Framework to Foster Diversity at Penn State:
1998 - 03

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A Framework to Foster Diversity at Penn State:
2004 - 09 (PDF 2,606 KB)

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Education and Scholarship

Challenge 5: Developing a Curriculum That Fosters Intercultural and International Competencies
Thus far, there has been only limited progress in addressing this Challenge. In order to effectively proceed on this Challenge, linkage of the curricular requirement to the contemporary issues surrounding gender identity, race/ethnicity, sexual orientation, and other aspects of diversity must be determined. Only with resolution of this issue can there be a context through which to shape the curriculum. Curriculum transformation is guided by research, so it is also essential that diversity-related research and teaching initiatives be supported and appropriately valued in tenure and promotion decisions.

Two University Faculty Senate committees have been working to examine and strengthen the General Education intercultural/international competency requirement, taking into account input from several University constituencies. However, proposed approaches to the requirement and what it entails have varied dramatically, making it difficult to achieve meaningful consensus. The assessment of implementation of the 1998-2003 Framework indicated that locations other than University Park in many cases have been more flexible than University Park in implementing the requirement; however, it is difficult to identify a single approach that works at all locations.

Beyond General Education, efforts to develop effective pedagogical approaches and coherent curricula for diversity have been sporadic. Within several colleges there is some movement to incorporate relevant diversity issues, topics, and perspectives throughout the curriculum. One such initiative cited in the best practices is the Curriculum Infusion Project undertaken by the College of Agricultural Sciences in cooperation with the Office of the Vice Provost for Educational Equity to analyze and enhance diversity content in classes throughout the college curriculum. Another example is the cross-college team working to develop a proposal for a minor in Gender, Sexuality, and Identity. However, there is continued opportunity for expanding and strengthening curricular integration approaches, especially in upper level and graduate courses.

Targeted Areas for Improvement Include:

• Institute curricula and research initiatives that provide students with the skills and orientation to function effectively in multicultural workplaces and social environments.
• Strengthen the General Education Intercultural/ International Competency requirement to focus on preparing students for life and work in today’s multicultural world.
• Beyond General Education, incorporate/infuse diversity issues, topics, and perspectives as relevant to the topic and scope of each undergraduate and graduate course.
• Emphasize understanding of contemporary domestic diversity within national, international, and historical contexts.
• Provide resources and opportunities to support scholarship in diversity (i.e., access to quality primary and secondary research materials; support for conference participation, international study, service learning opportunities; etc.).
• Explore opportunities afforded by the Africana Research Center and other relevant units to conduct research that can support curriculum transformation efforts. Also, organize workshops, guest speaker series, etc., that provide faculty with information useful for curriculum transformation.
• Recognize and value the articulation between faculty research involving issues of diversity and the classroom. Curricula may be expanded and modified to include new areas of inquiry. Service learning opportunities may provide opportunity for integration of research, service, and teaching scholarship in the context of engaging with underrepresented and underserved groups in a diverse community. Multicultural teaching and research initiatives must be valued appropriately in tenure and promotion decisions.

Assessment Questions:
For Colleges:

1. What initiatives has your college taken in supporting multicultural curriculum efforts?
2. What research and teaching in your college has advanced the University’s diversity agenda?
3. How is diversity integrated into the curriculum of your college?
4. Which strategies for developing a curriculum that fosters intercultural and international competencies have been most successful? Which have been least successful? Which could be termed “best practices”? (Best Practices are processes, programs, and procedures that most successfully lead to the unit’s ability to reach the University’s diversity goals and can be validated through measurable outcomes.)
5. What measures of success have you identified to gauge your progress in this Challenge? Include data demonstrating outcomes.

For Academic Support Units:

1. Does your unit contribute to a curriculum that supports the diversity goals of the University? If so, how? What practices have been most successful? Least successful? Which could be termed “best practices”? (Best Practices are processes, programs, and procedures that most successfully lead to the unit’s ability to reach the University’s diversity goals and can be validated through measurable outcomes.)
2. What measures of success have you identified to gauge your progress in this Challenge? Include data demonstrating outcomes.

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