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Inclusion of Cultural Diversity in Curriculum

CROSS-CULTURAL COMPONENTS are included in MICUA members’ general education requirements, which students satisfy by taking courses in areas such as ethnic studies, foreign languages, diversity, and inclusion. Below are a few examples of courses and programs that promote diversity.

An assesment principle of Capitol Technology University states that, “Graduates will be able to demonstrate an understanding of different cultures and values.” For example, the Business and Information Sciences Department integrates global and cultural diversity topics examined with case studies throughout the program. Textbooks are reviewed to ensure they include topical global and cultural diversity issues. The University’s faculty is multicultural and welltraveled, which provides students firsthand resources for cultural diversity exploration and supplements electives that focus on diversity such as African-American Literature.

In 2017, Goucher College adopted a new curriculum, which integrates a “Race, Power, and Perspectives” requirement for undergraduates. The first-year experience includes group discussions of race, power, and perspective; the sophomore or junior year requires students enroll in a course on these topics; and the senior year involves a reflection experience documented in the student’s e-portfolio. Diversity-focused courses offered across programs include Women, Gender, and Sexuality Studies; Latin American Studies; Africana Studies; and Modern Languages, Literatures, and Culture.

Maryland Institute College of Art (MICA) incorporates cultural literacy in the general education requirements of the Liberal Arts and the Foundation/First Year Program. MICA has developed the following Institutional Learning Outcomes to ensure students value diversity, equity, inclusion, and global cultural awareness and understanding: 1) Navigate diverse, complex, and dynamic environments while embracing ambiguity and uncertainty; 2) Work effectively with diverse communities, locally and globally, through collaboration, empathy, curiosity and open-mindedness; and 3) Generate research that utilizes and communicates complex ideas across disciplines through critical engagement, writing, speaking, and making.

The “Development of a Global Perspective,” is explored at Notre Dame of Maryland University, where graduation requirements include engaging in local community service and completing at least one gender studies and one crosscultural studies course. Cultural literacy through service is infused throughout the educational experience beginning with the University’s freshmen orientation course, which requires individual and group service. Each year, a “Common Read” is chosen and promoted to students based upon its ability to broaden and deepen an understanding and responsiveness to social problems, promote dialogue, and raise issues related to gender and global perspectives. Inclusion of Cultural Diversity in the Curriculum St.