Students looking for information about flags should visit the UGS Flags page.
Below are the questions exactly as you will see them in the Flag Proposal System when you propose your course for a Cultural Diversity flag. Your responses to these questions should allow the faculty flag committee to make an informed decision regarding your proposal.
Please describe specifically which underrepresented group or groups in the United States will be studied.
Responses should clearly identify the marginalized group or groups studied in the course. Here is a sample response, submitted by an instructor from the Department of Theatre & Dance:
This course examines how gender and sexuality are constructed and performed in dance and physical performances. Dance is a feminized art form, often undervalued and unacknowledged in the humanities. Dance is also an art in which women have been highly prominent as dancers, choreographers, and audience members. Throughout the course we not only study works by women, but more importantly, how these works intervene in normative notions about femininity and re-script roles for women in society. In addition, we will focus on works by gay, lesbian, and queer artists and consider how their dances offer new, subversive ideas about sexuality.
What are typical readings in the course or class related to Cultural Diversity in the United States?
When answering this question, include examples of readings that demonstrate how students in your class will learn about cultural groups in the United States. An instructor in the College of Pharmacy submitted the following description of required readings:
Typical readings in “Immigrant Medicine” by Walker & Barnett would focus on the unique parasitic diseases that the pharmacist might need to address with a newly immigrated patient from Central America; or the immunization needs in a family (adults and children) who are without structured healthcare and living in one of the border Colonias.
Describe typical assignments related to Cultural Diversity in the United States.
Use your answer to illustrate how cultural diversity figures into the graded work your students are asked to complete. A School of Social Work faculty member describes the course assignments as follows:
There are three exams of which two cover content on cultural diversity. There is a 45-hour volunteer experience where students are placed in agencies working with diverse populations. There is a volunteer placement paper where the students describe their experiences in working with diverse populations, reflecting on what has been learned about themselves in working with clients whose cultural backgrounds differ from their own heritage. In-class assignments are given where students need to do reaction papers on films shown about ethnic populations.
Please explain how at least one-third of the course grade is based on content related to Cultural Diversity in the United States.
It is helpful for the faculty flag committee to see how grading breaks down for your course since the percentage of graded content is an explicit part of the criteria. The following example was submitted by a faculty member in the Department of English:
The course percentages of graded assignments are as follows: write and revise a research proposal, (1-2, then 3-4 pages) (20%); an annotated bibliography, (about 5-6 pages) (20%); critical response free writes (1-2 pages) (10%); a story-quilt drawing, imaging and narrative assignment based on African-American quilting traditions from slavery to the contemporary era (10%); a long critical research paper (between 10-12) (25%); and class participation including research presentation (15%). Because nearly 75% of the writing assignments, readings, lecture and topics deal with Cultural Diversity within the U.S. in a wide variety of ways, more than 3/4 of course grade is based on this content.
Attach up to three optional supporting documents, such as syllabi.
You can use this space to include a syllabus, course description, sample assignments, or any other documents to supplement the information you provide on the proposal. These documents should not take the place of answering the questions above.