UCORE-designated courses advance Diversity as appropriate to the designator, with a minimum of six credit hours in UCORE-designated courses that include instruction and/or engagement with Diversity (see the UCORE Curriculum Map (PDF) and UCORE Curriculum webpages for more information). At the first-year level, the first-year experience course [ROOT] is required to advance the Diversity learning goal. At the senior-level, Diversity may be required in the senior capstone experience course [CAPS] as appropriate to the course and discipline. Students also complete at least one Inquiry into Global Cultural Diversity [DIVR] or Inquiry into Equity and Justice [EQJS] course, which advance Diversity, during the UCORE curriculum. (Note: The [EQJS] designator was approved with an effective date of Fall 2023.)
WSU Undergraduate Learning Goal: Graduates will understand, respect and interact constructively with others of similar and diverse cultures, values, and perspectives. Graduates may demonstrate their recognition of diverse cultures, values, and perspectives by:
- Moving beyond perception-based comparisons, prior knowledge, and individual experiences to understand how social positioning and cultural differences and/or interrelations are constructed.
- Recognizing how factors including history; politics; economics; systems of discrimination and inequality; structures of power and privilege; and/or cultural values, beliefs, and practices determine social and cultural conditions.
- Using vocabulary, language, concepts, and/or theoretical models to engage and analyze how social realities are shaped and how stereotypes are created by cultural and socio-economic differences in the US and/or globally.
- Analyzing and critiquing the cultural and social underpinnings of knowledge claims about individuals and groups and their relations to one another.
- Assessing one’s own core values, cultural assumptions, and biases in relation to those held by other individuals, cultures, and societies.
Current Evidence of Student Learning Related to Diversity
Click on the headings for current evidence of student learning from assessments aligned with Diversity in the context of the UCORE curriculum:
- Student Learning at the Senior-level: AY 2021-22 [CAPS] Assessment Results As reported in the AY 2021-22 [CAPS] Assessment Reporting Summary of Key Evidence for UCORE (PDF), assessment results indicated that 84% of students met or exceeded expectations at the graduating undergraduate level for Critical & Creative Thinking. Additionally, 82% of students met or exceeded expectations for Written Communication. In courses where faculty members found enough elements to evaluate student learning on […]
- Diversity and Written Communication Achievement at the First-Year Level: AY 2019-20 Roots of Contemporary Issues [ROOT] Diversity & Inequality Papers Assessment Results As reported in the AY 2019-20 [ROOT] Diversity & Inequality Papers Assessment Summary of Key Evidence for UCORE (PDF), assessment results indicated that, on average, 75% of first-year students met or exceeded expectations at the first-year undergraduate level at the end of their UCORE first-year experience [ROOT] course on rubric outcomes related to Diversity. Additionally, […]
- Student Learning at the First-year and Senior Level: 2021 National Survey of Student Engagement (NSSE) Results As reported in the 2021 National Survey of Student Engagement Summary of Key Evidence for UCORE (PDF), results from the 2021 National Survey of Student Engagement (NSSE) indicate that most WSU seniors (87%) have considerable confidence in their ability to complete tasks requiring clear writing. In addition to Written Communication, results from the 2021 NSSE also provide indirect evidence of student […]