Proposal ID#
Course
Reviewer_________________
BACCALAUREATE CORE PROPOSAL CHECKLIST
DPD CATEGORY: DIFFERENCE, POWER AND DISCRIMINATION
Syllabus Checklist (based on OSU Syllabus Minimum Requirement)
Course proposal includes a full syllabus
Syllabus includes a statement that the course fulfills the Baccalaureate Core requirement for the
Difference, Power, & Discrimination category.
Syllabus clearly states Baccalaureate Core Category Learning Outcomes. If proposing for more
than one category, syllabus includes Bacc Core outcomes for all relevant categories
Syllabus includes course objectives
Syllabus includes grading criteria
Syllabus includes required texts and materials
Syllabus includes course schedule
Syllabus includes statement regarding student with disabilities
Syllabus includes statement regarding academic or scholarly dishonesty with appropriate URL
link
Course is at least three credit hours
Criteria and Outcomes Consideration: After reviewing the syllabus and the Baccalaureate
Core Question set in the Course Proposal System, please make sure all criteria are met
and course includes activities assignments, or measurements aimed at helping students
meet learning outcomes. Note problems or questions on the back of this sheet.
Difference, Power and Discrimination Outcomes
1. Explain how difference is socially constructed
2. Using historical and contemporary examples, describe how perceived differences, combined with
unequal distribution of power across economic, social, and political institutions, result in discrimination
3. Analyze ways in which the interactions of social categories, such as race, ethnicity, social class,
gender, religion, sexual orientation, disability, and age, are related to difference, power, and
discrimination in the United States.
Difference, Power and Discrimination Rationale and Criteria
Difference, Power and Discrimination courses shall:
A. Be at least 3 credits;
B. Emphasize elements of critical thinking;
C. Have as their central focus the study of the unequal distribution of power within the framework of
particular disciplines and course content;
D. Focus primarily on the United States, although global contexts are encouraged;
E. Provide illustrations of ways in which structural, institutional, and ideological discrimination arise
from socially defined meanings attributed to difference;
F. Provide historical and contemporary examples of difference, power, and discrimination across
cultural, economic, social, and political institutions in the United States;
G. Provide illustrations of ways in which the interactions of social categories, such as race, ethnicity,
social class, gender, religion, sexual orientation, disability, and age, are related to difference,
power, and discrimination in the United States;
H. Provide a multidisciplinary perspective on issues of difference, power, and discrimination;
I. Incorporate interactive learning activities (e.g., ungraded, in-class writing exercise; classroom
discussion; peer-review of written material; web-based discussion group); and
J. Be regularly numbered departmental offerings rather than x99 or blanket number courses.
The unequal distribution of social, economic, and political power in the United States and in other
countries is sustained through a variety of individual beliefs and institutional practices. These beliefs and
practices have tended to obscure the origins and operations of social discrimination such that this
unequal power distribution is often viewed as the natural order. The DPD requirement engages students
in the intellectual examination of the complexity of the structures, systems, and ideologies that sustain
discrimination and the unequal distribution of power and resources in society. Such examination will
enhance meaningful democratic participation in our diverse university community and our increasingly
multicultural U.S. society.
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Please indicate below how well you think the course fits with the category Criteria and Rationale and any
concerns you may have about the proposer’s responses to the Baccalaureate Core questions, especially
those dealing with how students in the course will achieve Category Learning Outcomes. Indicate any
clarification you’d like to see in question responses and/or adjustments to the syllabus relative to BCC
concerns. Also, please indicate if you think this proposal is exemplary
Notes: