Diversity And Outreach Council
College of Literature, Science, and the ArtsStudentsFaculty & StaffDepartments & UnitsResearchPeople DirectoryPage 1 of 1Alumni & FriendsCourse GuideParentsLSA EventsLSA NewsAbout LSAHome Course Guide Requirements, Course Groupings & Theme Semesters Requirements Race & EthnicityRace & EthnicityThe LSA faculty added the Race & Ethnicity requirement in 1991 after long and thoughtful discussion. The facultydoes believe that because racial and ethnic intolerance has fundamentally affected the development ofcontemporary American society and because its effects will continue to be felt well into the future, all studentsshould take at least one course that deals on a fairly sophisticated level with topics such as the historicaldevelopment of racism, and the social, political, and economic effects of racism and other types of discrimination.Courses approved to meet the Race & Ethnicity requirement will address issues arising from racial or ethnicintolerance. In approving the requirement, the faculty of the College made the following statements:Required content. All courses satisfying the requirement must provide discussion, consistent with disciplinaryapproaches, of:1.2.3.the meaning of race, ethnicity, and racism;racial and ethnic intolerance and resulting inequality as it occurs in the United States or elsewhere;comparisons of discrimination based on race, ethnicity, religion, social class, or gender.Required focus.1.2.Every course satisfying the requirement must devote substantial, but not necessarily exclusive, attentionto the required content. Courses may meet this requirement by various means consistent with disciplinesor fields of study, and faculty members from all departments are urged to think creatively about how theirfields might contribute to the requirement.Although it is hoped that many of these courses will focus on the United States, it is not required that theydo so. Courses that deal with these issues in other societies, or that study them comparatively, may alsomeet the requirement.Students who are new to the College of LSA (that is, first time enrolled as an LSA student) in the Fall Term of1991, and thereafter, must (in any term before graduation) receive credit for one of the approved Race andEthnicity (R&E) courses. Each term's listing will vary as courses are added or deleted by the College of LSACurriculum Committee. The College offers several courses taught by a number of different departments eachterm. Although the list of courses that meet this requirement varies from term to term, all such courses aredesigned to give students exposure to questions focusing on the meaning of race and racism, racial and ethnicintolerance and resulting inequality, and comparisons with other types of discrimination.This list is subject to change without notice.College of Literature, Science, and the Arts500 S. State Street, Ann Arbor, MI 48109 2005 Regents of the University of 0,2062,4341%252Aarticle%252A181%252AU.3/14/2007
Diversity and Outreach CouncilDiversity and Outreach Council:Diversity in the Curriculum Discussion with the CoE Curriculum CommitteeJanuary 9, 2007Elijah Kannatey-Asibu, Mechanical EngineeringCinda-Sue Davis, WISEMegan DeFauw, StudentCynthia Finelli, CRLT NorthGary Herrin, Undergraduate EducationMaurice Telesford, StudentDiversity and Outreach Council Goals:z To significantly increase diversity in CoEz To ensure that students experience a high likelihood ofacademic success that is uncorrelated with race, gender, orsocio-economic background The DOC provides guidance and leadership for allcollege-funded diversity and outreach projects Subgroupsz Diversity in the Curriculumz Coordinated 3-D Evolving Support Programz Climate in CoEz CoE Outreach CommitteeDiversity in the Curriculum:The University’s Perspective Students learn more, better in a multiculturalenvironment. (Pat Gurin et. al., 2002) The CoE International Advisory Council agreed (to aperson) that ability to function on multidisciplinaryteams is one of the most important attributes of acollege graduate. (Dave Munson, CollegeCommunity Town Hall Meeting, 12/07/06) Tony England (Chair)Jill AndrewsCinda-Sue Davis, WISEMegan Defauw, StudentCindy Finelli, CRLT NorthPeretz Friedmann,Aerospace EngineeringGary Herrin, UndergraduateEngineeringElijah Kannatey-Asibu,Mechanical Engineering Kimberlee Kearfott, NuclearEngineeringLorelle Meadows,Academic AffairsBrian Noble, ComputerEngineeringDerrick Scott, MEPOMaurice Telesford, StudentDamon Williams, StudentDiversity in the Curriculum:The Employers’ Perspective Alcoa, General Motors Corp, and a division ofProctor & Gamble Co. have stopped recruiting fromUW-Madison, citing multicultural incompetence andlow minority enrollment. (The Milwaukee JournalSentinel, 04/08/06) Dow Chemical has cut recruiting efforts at MichiganTech due to lack of diversity. (The Lode, 04/20/05) AT&T is developing measures of interculturalcompetence for campus recruiting. (Comments fromVP of Human Resources)Diversity in the Curriculum:The ABET Perspective Themes of diversity appear in 5 of 11 criteria(c) an ability to design a system, component, or process tomeet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, healthand safety, manufacturability, and sustainability(d) an ability to function on multi-disciplinary teams(f) an understanding of professional and ethical responsibility(h) the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental,and societal context(j) a knowledge of contemporary issues1
Diversity in the Curriculum:The Students’ Perspective The feeling of isolation, compounded with a fewnegative experiences, can make underrepresentedstudents have a different experience or feelunwelcome (Panel Discussion on Climate andAcademic Issues in the College, 03/22/05).zzzMost students have racially homogenous backgrounds, andmany don’t make the effort to know students of other racesUnderrepresented students feel isolated in many groupactivities when groups are self formedStereotyping happens in group assignments or whenstudents ask for help from peer tutors. educate students to recognize andvalue the importance of diversity Possible activities:z A required course in diversityz A 2-credit elective course on working on diverse teamsz A theater sketch about students and diversity in ENG 100z More visibility of international programsz A North Campus "Expect Respect" campaignz An annual high-profile speaker on diversity andmulticultural issues in engineering Which activities best accomplish this objective?Diversity in the Curriculum:Goals and Objectives Goal: CoE should graduate students who are able tothrive in a diverse global environment.zzObjective 1: CoE should educate students to recognize andvalue the importance of diversity in engineering.Objective 2: CoE should support the practice of inclusivepedagogy that emphasizes teamwork and instills anappreciation for the needs of the people for whomengineers develop products. support the practice ofinclusive pedagogy Possible activities:z A high-profile workshop series for facultyz A “thread” of diversity topics through many classesz Internal and external benchmarkingz More diverse team experiences throughout the curriculumz Training for students who study abroadz A set of best practices developed by a cohort of facultywho incorporate inclusive pedagogyz A prestigious award for commitment to diversity Which activities best accomplish this objective?Curriculum Committee Support How can the curriculum committee support theDiversity and Outreach Council in accomplishingthese objectives?2
TEACHING QUESTIONNAIRE ITEMS FOR R&E COURSE EVALUATIONSRace and Ethnicity (R&E) courses are recertified every five years. To assist the CurriculumCommittee in reviewing proposals for renewal of an R&E course designation, the R&ESubcommittee recommends that faculty teaching R&E courses be strongly encouraged touse in their end-of-term teaching evaluations the following two questions from theTeaching Questionnaire (TQ) inventory of items132. I learned to think critically about difficult issues of diversity.186. The instructor was effective in handling multicultural issues and content.When requesting recertification of the R&E designation, instructors would be asked tosubmit the teaching evaluation responses to these questions in addition to currently-requestedmaterials.R&E instructors also may find other questions, such as those listed below, relevant and useful.The full list of TQ questions may be found at http://www.umich.edu/ eande/tq/tqreq.pdf.131. I became more aware of multiple perspectives on issues of diversity.185. The instructor was sensitive to multicultural issues in the classroom.187. The instructor promoted meaningful discussions of issues of diversity.245. The instructor valued the diversity of life experiences among students.251. The instructor saw cultural and personal differences as assets.257. Writing assignments encouraged the inclusion of diverse perspectives.258. Reading assignments covered material from diverse perspectives.259. The course pack covered material from diverse perspectives.910. How might the class climate be made more inclusive of diverse students?911. How might the course content be more inclusive of diverse groups?912. How might the course materials be more inclusive of diverse groups?913. How might the teaching methods used be more sensitive to diverse needs?914. How might working in groups be made more inclusive for diverse students?Above proposal approved by LSA Curriculum Committee on 2/8/05
LSA Course GuidePage 1 of 6 backSend To PrinterLSA Course Guide Search Results: UG, Fall 2007, Reqs REPage 1 of 1, Results 1 - 63 of TIS 289 - From Genghis Khan to the Taliban: ModernCentral AsiaSection 001, LECFA 2007Credits: 4Reqs: SS, REInstructor: Northrop,Douglas Taylor; homepageAMCULT 100 - Rethinking American CultureSection 001, LECFA 2007Credits: 4Reqs: SS, REInstructor: Daligga,Catherine ElizabethAMCULT 103 - First Year Seminar in American StudiesSection 002, SEMInterracial AmericaFA 2007Credits: 3Reqs: RE, HUOther: FYSemInstructor: Briones,Matthew MAMCULT 210 - Introduction to Ethnic StudiesSection 001, RECIntroduction to Arab American Studies.FA 2007Credits: 3Reqs: RE, SSInstructor: Naber,Nadine CAMCULT 213 - Introduction to Latino Studies - HumanitiesSection 001, LECFA 2007Credits: 4Reqs: HU, REInstructor: Cotera,Maria E; homepageAMCULT 214 - Introduction to Asian/Pacific American StudiesSection 001, RECFA 2007Credits: 3Reqs: ID, REInstructor: Akutsu,Phillip D; homepageAMCULT 240 - Introduction to Women's StudiesSection 001, LECFA 2007Credits: 4Reqs: HU, REInstructor: Cole,Elizabeth Ruth; homepageAMCULT 313 - Cuba and its DiasporaSection 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, ULWRInstructor: Behar,RuthAMCULT 342 - History of the Family in the U.S.Section 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SSAMCULT 464 - Race, Culture, and Politics in the Era of CivilWar and ReconstructionSection 001, RECFA 2007Credits: 3Reqs: REInstructor: Rosen,HannahANTHRCUL 101 - Introduction to AnthropologySection 001, LECFA 2007Credits: 4Reqs: SS, REInstructor: Shryock,Andrew J; homepagehttp://www.lsa.umich.edu/cg/cg results.aspx?termArray f 07 1660&cgtype ug&allsecti.3/14/2007
LSA Course GuideANTHRCUL 101 - Introduction to AnthropologySection 026, LECPage 2 of 6FA 2007Credits: 4Reqs: SS, REInstructor: Peters-Golden,Holly; homepageANTHRCUL 202 - Ethnic Diversity in JapanSection 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SSInstructor: Robertson,Jennifer E; homepageANTHRCUL 314 - Cuba and its DiasporaSection 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, ULWRInstructor: Behar,RuthANTHRCUL 319 - Latin American Society and CultureSection 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SSInstructor: Frye,David L; homepageANTHRCUL 346 - Latin America: The Colonial PeriodSection 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SSInstructor: Mumford,Jeremy RaviANTHRCUL 370 - Language and Discrimination: Language asSocial StatementSection 001, LECFA 2007Credits: 3Reqs: SS, REANTHRCUL 447 - Culture, Racism, and Human NatureSection 001, SEMFA 2007Credits: 3Reqs: REInstructor: Williams,Melvin D; homepageASIAN 207 - Southeast Asian CivilizationSection 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SSOther: WorldLitInstructor: Lieberman,Victor BASIAN 289 - From Genghis Khan to the Taliban: ModernCentral AsiaSection 001, LECFA 2007Credits: 4Reqs: SS, REInstructor: Northrop,Douglas Taylor; homepageCAAS 103 - First Year Social Science SeminarSection 005, SEMI, Too, Sing America: A Psychology of Race & RacismFA 2007Credits: 3Reqs: RE, SSOther: FYSemInstructor: Behling,Charles FCAAS 103 - First Year Social Science SeminarSection 006, SEMJustice For All? Difference & Oppression in U.S. SocietyFA 2007Credits: 3Reqs: RE, SSOther: FYSemInstructor: Gurin,Patricia YCAAS 104 - First Year Humanities SeminarSection 001, SEMInterracial AmericaFA 2007Credits: 3Reqs: RE, HUOther: FYSemInstructor: Briones,Matthew Mhttp://www.lsa.umich.edu/cg/cg results.aspx?termArray f 07 1660&cgtype ug&allsecti.3/14/2007
LSA Course GuideCAAS 111 - Introduction to Africa and Its DiasporaSection 001, LECPage 3 of 6FA 2007Credits: 4Reqs: HU, REInstructor: Whatley,Warren C; homepageInstructor: Means Coleman,Robin ReneeCAAS 303 - Race and Ethnic RelationsSection 001, LECFA 2007Credits: 4Reqs: SS, REInstructor: Chen,Anthony SCAAS 476 - Contemporary Afro-American LiteratureSection 001, RECRedesigning the House that Race Built: Issues in AfricanAmerican Literary & Cultural Studies, 1965-PresentFA 2007Credits: 3Reqs: REEDUC 118 - Introduction to Education: Schooling andMulticultural SocietySection 001, RECFA 2007Credits: 3Reqs: REInstructor: Moje,Elizabeth BENGLISH 319 - Literature and Social ChangeSection 001, LECRhetorical Activism & U.S. Civil Rights MovementsFA 2007Credits: 3Reqs: RE, HUInstructor: Portnoy,Alisse Suzanne; homepageENGLISH 478 - Contemporary Afro-American LiteratureSection 001, RECRedesigning the House that Race Built: Issues in AfricanAmerican Literary & Cultural Studies, 1965-PresentFA 2007Credits: 3Reqs: REENVIRON 222 - Introduction to Environmental JusticeSection 001, LECIssues in Race & EthnicityFA 2007Credits: 3Reqs: RE, SSInstructor: Bryant Jr,Bunyan I; homepageHISTORY 207 - Southeast Asian CivilizationSection 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SSOther: WorldLitInstructor: Lieberman,Victor BHISTORY 210 - Early Middle Ages, 300-1100Section 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SSInstructor: Squatriti,PaoloHISTORY 289 - From Genghis Khan to the Taliban: ModernCentral AsiaSection 001, LECFA 2007Credits: 4Reqs: SS, REInstructor: Northrop,Douglas Taylor; homepageHISTORY 347 - Latin America: The Colonial PeriodSection 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SSInstructor: Mumford,Jeremy RaviHISTORY 368 - History of the Family in the U.S.Section 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SShttp://www.lsa.umich.edu/cg/cg results.aspx?termArray f 07 1660&cgtype ug&allsecti.3/14/2007
LSA Course GuidePage 4 of 6HISTORY 386 - The HolocaustSection 001, LECFA 2007Credits: 4Reqs: REHISTORY 464 - Race, Culture, and Politics in the Era of CivilWar and ReconstructionSection 001, RECFA 2007Credits: 3Reqs: REInstructor: Rosen,HannahHONORS 251 - Sophomore SeminarSection 003, SEMRace, Racism, & EthnicityFA 2007Credits: 3Reqs: RE, HUOther: HonorsJUDAIC 386 - The HolocaustSection 001, LECFA 2007Credits: 4Reqs: RELING 370 - Language and Discrimination: Language as SocialStatementSection 001, LECFA 2007Credits: 3Reqs: SS, REMEMS 210 - Early Middle Ages, 300-1100Section 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SSInstructor: Squatriti,PaoloMENAS 289 - From Genghis Khan to the Taliban: ModernCentral AsiaSection 001, LECFA 2007Credits: 4Reqs: SS, REInstructor: Northrop,Douglas Taylor; homepageNURS 220 - Perspectives in Women's HealthSection 001, LECFA 2007Credits: 3Reqs: SS, REInstructor: Bailey,Joanne Motino; homepagePHIL 359 - Law and PhilosophySection 001, LECFA 2007Credits: 4Reqs: HU, REInstructor: Anderson,Elizabeth S; homepagePSYCH 310 - Processes of Intergroup Dialogues FacilitationSection 001, SEMFA 2007Credits: 3Reqs: REInstructor: Behling,Charles FPSYCH 310 - Processes of Intergroup Dialogues FacilitationSection 002, SEMFA 2007Credits: 3Reqs: REInstructor: Behling,Charles FPSYCH 310 - Processes of Intergroup Dialogues FacilitationSection 003, SEMFA 2007Credits: 3Reqs: REInstructor: Behling,Charles FPSYCH 493 - Psychological Perspectives on Culture andEthnicitySection 001, LECCulture and ImmigrationFA 2007Credits: 3Reqs: REInstructor: Mahalingam,Ramaswamihttp://www.lsa.umich.edu/cg/cg results.aspx?termArray f 07 1660&cgtype ug&allsecti.3/14/2007
LSA Course GuideRCHUMS 333 - Art and CultureSection 001, SEMRace, Identity, and Western Art MusicPage 5 of 6FA 2007Credits: 3Reqs: REInstructor: Andre,Naomi AInstructor: Siegfried,Susan LREES 289 - From Genghis Khan to the Taliban: ModernCentral AsiaSection 001, LECFA 2007Credits: 4Reqs: SS, REInstructor: Northrop,Douglas Taylor; homepageSLAVIC 225 - Arts and Cultures of Central EuropeSection 001, LECIssues in Race & EthnicityFA 2007Credits: 3Reqs: RE, HUOther: WorldLitInstructor: Eagle,Herbert J; homepageInstructor: Toman,Jindrich; homepageInstructor: Carpenter,Bogdana; homepageSOC 105 - First Year Seminar in SociologySection 001, SEMTransforming America: Immigrants Then and NowFA 2007Credits: 3Reqs: RE, SSOther: FYSemInstructor: Pedraza,SilviaSOC 105 - First Year Seminar in SociologySection 002, SEMDiversity,Democracy,CommunityFA 2007Credits: 3Reqs: RE, SSOther: FYSemInstructor: Schoem,DavidSOC 303 - Race and Ethnic RelationsSection 001, LECFA 2007Credits: 4Reqs: SS, REInstructor: Chen,Anthony SSOC 320 - Processes of Intergroup Dialogues FacilitationSection 001, SEMFA 2007Credits: 3Reqs: REInstructor: Behling,Charles FSOC 320 - Processes of Intergroup Dialogues FacilitationSection 002, SEMFA 2007Credits: 3Reqs: REInstructor: Behling,Charles FSOC 320 - Processes of Intergroup Dialogues FacilitationSection 003, SEMFA 2007Credits: 3Reqs: REInstructor: Behling,Charles FUC 320 - Processes of Intergroup Dialogues FacilitationSection 001, SEMFA 2007Credits: 3Reqs: REInstructor: Behling,Charles FUC 320 - Processes of Intergroup Dialogues FacilitationSection 002, SEMFA 2007Credits: 3Reqs: REInstructor: Behling,Charles FUC 320 - Processes of Intergroup Dialogues FacilitationSection 003, SEMFA 2007Credits: 3Reqs: REInstructor: Behling,Charles Fhttp://www.lsa.umich.edu/cg/cg results.aspx?termArray f 07 1660&cgtype ug&allsecti.3/14/2007
LSA Course GuidePage 6 of 6WOMENSTD 220 - Perspectives in Women's HealthSection 001, LECFA 2007Credits: 3Reqs: SS, REInstructor: Bailey,Joanne Motino; homepageWOMENSTD 240 - Introduction to Women's StudiesSection 001, LECFA 2007Credits: 4Reqs: HU, REInstructor: Cole,Elizabeth Ruth; homepageWOMENSTD 360 - History of the Family in the U.S.Section 001, LECIssues in Race & EthnicityFA 2007Credits: 4Reqs: RE, SSPage 1 of 1, Results 1 - 63 of 63http://www.lsa.umich.edu/cg/cg results.aspx?termArray f 07 1660&cgtype ug&allsecti.3/14/2007
College of Literature, Science, and the ArtsStudentsFaculty & StaffDepartments & UnitsResearchPeople DirectoryPage 1 of 1Alumni & FriendsCourse GuideParentsLSA EventsLSA NewsAbout LSAHome Faculty & Staff Undergraduate Education LSA Undergraduate Education Curricular Issues and Information Requesting Course Approval for Specific Requirements Race and Ethnicity Race and Ethnicity: A College RequirementRace and Ethnicity: A College RequirementEffective as of Fall 1991, each student entering the College of LSA is required to take at least one courseapproved for the Race and Ethnicity (R&E) Requirement intended to address issues arising from racial andethnic intolerance. When appropriate these courses also may be used to satisfy a general distribution orconcentration requirement.1.Required focusR&E courses must devote substantial but not necessarily exclusive attention to the required content. Theymay meet this requirement by various means consistent with disciplines or fields of study. Facultymembers from all departments are urged to think creatively about how their field might contribute to therequirement. Although it is hoped that many of these courses will focus on the United States, it is notrequired that they do so. Courses that deal with these issues in other societies, or that study themcomparatively, may also meet the R&E requirement.2.Certification of coursesThe Curriculum Committee of the College will determine which courses meet the R&E requirement. Facultymembers wishing to offer a course that satisfies the R&E Requirement must submit an R&E CourseApproval Form along with a syllabus and a one- to two-page explanation of how the course will providesubstantial discussion of the following issues:a.b.c.3.The meaning of race, ethnicity and racism.Racial and ethnic intolerance and resulting inequality as it occurs in the United Statesor elsewhere.Comparisons of discrimination based on race, ethnicity, religion, social class orgender.Facilitation of new coursesThe Curriculum Committee will annually collect and make available to interested faculty the syllabi from allcourses approved for the program.rev. May 1995Content Author(s): pjmoranCollege of Literature, Science, and the Arts500 S. State Street, Ann Arbor, MI 48109 2005 Regents of the University of 0,2062,1762%252Aarticle%252A188%252AU.3/19/2007
COURSE PROPOSAL TO FULFILL LSA’S RACE & ETHNICITY REQUIREMENTDEPARTMENTAL INFORMATIONHome DepartmentProposal DateType (check one)New ProposalRecertificationLevel (check one)BlanketTopic-SpecificApproval Duration5-years1-year(visiting faculty)Effective TermSIGNATURE OF CHAIRCOURSE DATASubjectCatalog #Cross Listed Course(s)Meet-Together(s)Course TitleTopic/SubtitleINSTRUCTOR SPECIFICSName(s)Uniqname(s)Rank/TitleCampus Address/ZipR&E CONTENTProposals for the R&E Requirement must include all of the following:1.2.3.4.R&E Requirement Proposal Form.Teaching Evaluations (summary IDQ statistics only)Annotated syllabus with a detailed explanation of how the course meets the attached guidelines.1-2 page explanation of how the course provides substantial discussion of all three of the following issues:a. The meaning of race, ethnicity, and racismb. Racial and ethnic intolerance and resulting inequality as it occurs in the U.S. or elsewherec. Comparisons of discrimination based on race, ethnicity, religion, social class or genderSend proposal to: JoAnn Peraino, LSA Undergraduate Education, 2242 LSA 1382.Send additional Word documents as attachments via email to jperaino@umich.edu.
GUIDELINES FOR COURSES THAT FULFILLTHE RACE ÐNICITY REQUIREMENTREQUIRED FOCUSR&E courses must devote substantial but not necessarily exclusive attention to all three of the followingissues:1. The meaning of race, ethnicity, and racism.2. Racial and ethnic intolerance and resulting inequality as it occurs in the U.S. or elsewhere.3. Comparisons of discrimination based on race, ethnicity, religion, social class, or gender.Courses may meet this requirement by various means consistent with specific disciplines or fields of study.We urge faculty members from all departments to think creatively about how their field might contribute tothe requirement. While many of these courses will focus on the United States, it is not required that they doso. Courses that deal with these issues in other societies, or that study them comparatively, may also meetthe R&E requirement.CERTIFICATION OF COURSESoThe LSA Curriculum Committee is charged with determining which courses fulfill the R&Erequirement.oCourses typically are approved for a period of 5 years.oA course must be recertified every 5 years to remain on the list of courses approved for R&E.oA course is certified as either “Blanket” or “Topic-Specific”1. Blanket: For R&E courses approved as blanket, all instructors must use a syllabus that meets thethree criteria listed above. We encourage departments to seek blanket approval wheneverappropriate.2. Topic-Specific: For a course approved as topic-specific, a topic or sub-title and a topic IDnumber must be attached to the class. Ideally, the topic will reflect on R&E subjects. To illustrate: History 302, Topics in History,is approved for R&E when the topic, Race & Nation in Latin America is attached to thecourse. When a topic-specific course is certified as R&E, our office will communicate with theRegistrar’s Office asking that a “topic ID number” be associated with it. We will then report the topic ID to the departments. As part of the scheduling process,departments will attach this topic ID to the approved class each term this class and topic isoffered. As a result, the class will automatically be listed and counted as R&E regardless ofthe instructor for the term.
Students who are new to the College of LSA (that is, first time enrolled as an LSA student) in the Fall Term of 1991, and thereafter, must (in any term before graduation) receive credit for one of the approved Race and Ethnicity (R&E) courses. Each term's listing will vary as courses are added or deleted by the College of LSA Curriculum Committee.
2.3 Services through Outreach 5 2.4 Staff for Conducting Outreach - Roles and Responsibilities 6 2.5 Steps in Outreach 9 3. Outreach Planning 10 3.1 Social Mapping 11 3.2 Spot Analysis 12 3.3 Contact Mapping 13 3.4 Work Plan 14 4. Conducting Outreach 15 4.1 Services Provided through Outreach 16 5. Documentation 21 5.1 Individual PE Tracking 21
tion diversity. Alpha diversity Dα measures the average per-particle diversity in the population, beta diversity Dβ mea-sures the inter-particle diversity, and gamma diversity Dγ measures the bulk population diversity. The bulk population diversity (Dγ) is the product of diversity on the per-particle
About Outreach Portal The Outreach Portal is a web-based application that allows authorized Outreach Trainers to submit Outreach Program Reports, manage report data, and submit payment for processing Outreach student course completion cards. The Outreac h Portal also has administrative
Caltrans' Small Business Outreach Plan is organized into three parts: Part I: Small Business Outreach Plan Part II: Implementation of Related SB 103 Small Business Requirements Part III: Appendices Overview of Outreach Efforts Caltrans' Small Business Outreach Plan (Part I) proposes a balance of new outreach strategies
AFMC Diversity, Equity, Inclusion and Accessibility (DEIA) Training 2 2 Diversity in BusinessDiversity in Business 3 Minutes 3 The Importance of Diversity The Importance of Diversity3 Minutes 4 The Power of Diversity 4 Minutes The Power of Diversity 5 The Threat of Diversity 2 Minutes The Threat of Diversity 6 Diverse Teams Deliver Results 1 Minute Diverse Teams Deliver Results
diversity of the other strata. Beta (β) Diversity: β diversity is the inter community diversity expressing the rate of species turnover per unit change in habitat. Gamma (γ) Diversity : Gamma diversity is the overall diversity at landscape level includes both α and β diversities. The relationship is as follows: γ
local diversity (alpha diversity) and the complement of species composition among sites within the region (beta diversity), and how these diversities contribute to regional diversity (gamma diversity) [35, 37]. The influence of alpha and beta diversities on gamma diversity is an essential aspect of local and landscape level conservation plans [38].
alpha, beta, and gamma diversity. Alpha (α) diversity is local diversity, the diversity of a forest stand, a grassland, or a stream. At the other extreme is gamma (γ) diversity, the total regional diversity of a large area that contains several communities, such as the eastern deciduous forests
