ISU‐GERC Rubric for Course Proposals Objective 9 ‐ Cultural Diversity Rubric Components 1. All proposals must adhere to the standards set in the “General Rubric for Evaluating Proposals for All Objectives.” 2. Overall Standard for Courses Satisfying Objective 9: Courses satisfying objective 9 should create an awareness and understanding of cultural diversity, or multiculturalism. Additionally, students should have the opportunity to develop sensitivity for diverse cultures. An appreciation for differences should be a significant goal, and Objective 9 courses should focus on relationships among people and the differences and/or similarities which are part and parcel to understanding different cultures. Where contributions have been made to American History/Culture, they should be identified. 3. Standards for evaluating student learning outcomes: 


Identify the defining characteristics of culturally diverse communities in regional, national, or global contexts. o Is the course comparative in its intent, designed to instruct students in recognizing differences among at least two comparable cultural groups? o Does the course help students identify what characteristics are “defining” vs. simply incidental in shaping group identity, and does it explicitly ask students to consider what “culture” is? Describe the influence of cultural attributes such as ability, age, class, epistemology, ethnicity, gender, language, nationality, politics, or religion inherent in different cultures or communities. o Does the course use one or more attributes from the list as comparative cultural markers? o Does it provide students with appropriate academic vocabulary and background knowledge to describe the attribute (e.g., background on various sects, or field‐specific terms to analyze linguistic differences)? o Does it explicitly teach causal methodology appropriate to the discipline (e.g., what are the psychological and social dynamics through which political positions influence culture?)? Apply knowledge of diverse cultures to address contemporary or historical issues. o Does the course explicitly use the descriptive and analytical understanding gained through the first two learning outcomes to discuss how diversity influenced a contemporary or historical problem/event/situation? o Does it require students to discursively demonstrate (through a paper or substantive essay test question) that they can draw analytical conclusions based on concrete evidence? ISU‐GERC Rubric for Course Proposals 4. Examples of Exemplary Proposals Pending