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About the US 201 Co-Curriculum

Why a US 201 Co-curriculum?

The intent of the co-curriculum is to provide an opportunity for intentional student learning and development which complements the content and skills goals of the course.  This co-curriculum is based in theories of intercultural and multicultural competence, as well as the experiences of the faculty and students.  The US 201 Co-curriculum was implemented through all sections in Fall 2010.

US 201 Co-curricular Model

The Co-curricular model was designed to reflect the interaction between the course content, the dynamics of collaborative learning, and the progression of intercultural development.  Each stage represents content and co-curricular events, as well as locations for assignments and self reflection for the students.  The catalyst of development and movement from one place to another is deep reflexivity by the individual student and the class as a whole.

1. Location of Self

Reflect on one’s own identity and identify one’s position relative the world.

2.  Awareness and Knowledge of Communities and Identities Different from One’s Own

Develop an awareness and knowledge of people, populations and identities which are different than one’s own affinity groups and identity.

3.  Knowledge and Examination of Structures and Systems that Impact Diverse Populations

Develop knowledge and examine the historical, political, social, and economic structures than impact diverse populations.  Examine the dynamic nature and synergies of these structures.

4.  Application and Integration of New Knowledge

Reexamine one’s role in society through active engagement of structures and systems.  With the new knowledge that the course brings, how has one’s identity changed.

Course requirements
One event in each category in developmental sequence, four total.
The co-curricular component equates 15-20 percent of the students’ final grade.  This should include reflections and synthesis assignments.