Degree Name
MA in International Education
First Advisor
Janet Thomas
Second Advisor
Lynee Connelly
Abstract
As U.S. higher education institutions and the larger society become increasingly global and racially and ethnically diverse, educational institutions are faced with the challenge of adapting their policies and academic curriculum to reflect and meet the demands of a changing environment. As part of a comprehensive plan to address campus climate issues at the University of California, San Diego (UC San Diego), the UC San Diego Academic Senate revised the undergraduate graduation requirement in 2011 to include one course that focuses on Diversity, Equity, and Inclusion (DEI). In addition to having a diverse student population, UC San Diego is ranked seventh in the nation among universities with the largest percentage of degree-seeking international students. But how is diversity related to international education and what does diversity have to do with international students?
This Capstone Paper will analyze the policies around the Diversity, Equity, and Inclusion graduation requirement, including the course approval process and criteria, from an international education lens by synthesizing research on teaching and learning about diversity with studies on international student identity development.
Disciplines
Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Curriculum and Social Inquiry | Higher Education | International and Comparative Education
Recommended Citation
Amparo, Maria Lourdes, "Diversifying the Curriculum: An Analysis of Diversity Course Policies at the University of California San Diego" (2016). Capstone Collection. 2933.
https://digitalcollections.sit.edu/capstones/2933
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Higher Education Commons, International and Comparative Education Commons