Proposals for Difference, Power, and Discrimination courses should be submitted to the OSU Curriculum Proposal System and are required to meet specific requirements.

DPD Rationale, Criteria, and Learning Outcomes

Rationale

group-of-people-talking-dpd-proposing-a-courseThe unequal distribution of social, economic, and political power in the United States and in other countries is sustained through a variety of individual beliefs and institutional practices. These beliefs and practices have tended to obscure the origins and operations of social discrimination such that this unequal power distribution is often viewed as the natural order. The DPD requirement engages students in the intellectual examination of the complexity of the structures, systems, and ideologies that sustain discrimination and the unequal distribution of power and resources in society. Such examination will enhance meaningful democratic participation in our diverse university community and our increasingly multicultural U.S. society.

All DPD courses must meet the following criteria and learning outcomes:

Criteria

Difference, Power, and Discrimination courses shall:

  1.  Be at least 3 credits,
  2.  Emphasize elements of critical thinking,
  3.  Have as their central focus the study of the unequal distribution of power within the framework of particular disciplines and course content,
  4.  Focus primarily on the United States, although global contexts are encouraged,
  5.  Provide illustrations of ways in which structural, institutional, and ideological discrimination arise from socially defined meanings attributed to difference,
  6.  Provide historical and contemporary examples of difference, power, and discrimination across cultural, economic, social, and political institutions in the United States,
  7.  Provide illustrations of ways in which the interactions of social categories, such as race, ethnicity, social class, gender, religion, sexual orientation, disability, and age, are related to difference, power, and discrimination in the United States,
  8.  Provide a multidisciplinary perspective on issues of difference, power, and discrimination,
  9.  Incorporate interactive learning activities (e.g., ungraded, in-class writing exercise; classroom discussion; peer-review of written material; web-based discussion group), and
  10.  Be regularly numbered departmental offerings rather than x99 or blanket number courses.

DPD Learning Outcomes

Outcomes must appear on syllabus and be assessed.

Students in Difference, Power, and Discrimination courses shall:man-and-woman-listening-dpd-proposing-a-course

  1.  Explain how difference is socially constructed,
  2.  Using historical and contemporary examples, describe how perceived differences, combined with unequal distribution of power across economic, social, and political institutions, result in discrimination, and
  3.  Analyze ways in which the interactions of social categories, such as race, ethnicity, social class, gender, religion, sexual orientation, disability, and age, are related to difference, power, and discrimination in the United States.

When developing your course syllabus, list DPD learning outcomes separately from other course learning outcomes. Clearly identify DPD learning outcomes on the syllabus. 

Additionally, the course syllabus must include the DPD Baccalaureate Core Statement:

[Add Course Information Here (i.e., PHL380: Body, Medicine and Culture] fulfills the Difference, Power, and Discrimination (DPD) requirement in the Baccalaureate Core. The DPD requirement engages students in the intellectual examination of the complexity of the structures, systems, and ideologies that sustain discrimination and the unequal distribution of power and resources in society. The unequal distribution of social, economic, and political power in the United States and in other countries is sustained through a variety of individual beliefs and institutional practices. These beliefs and practices have tended to obscure the origins and operations of social discrimination such that this unequal power distribution is often viewed as the natural order. Examination of DPD course material will enhance meaningful democratic participation in our diverse university community and our increasingly multicultural U.S. society.

In addition to submitting your completed syllabus, the submission process will require you to describe:

  1.  the ways in which the course your are proposing meets the DPD course criteria and learning outcomes,
  2.  the process by which assessment of student learning will take place in your course, and
  3.  the ways in which your unit will ensure consistency in meeting DPD learning outcomes across all course sections/locations/modes of delivery.

Submit your completed course for review through the OSU Curriculum Proposal System.

Course Proposal Submission Demonstration

Watch the following video to find additional instruction on how to submit your proposal through the OSU Curricular Proposal System. Find a full transcript of this video demonstration here. 

DPD course development resources

DPD Director Nana Osei-Kofi standing at a podiumSample DPD Course Syllabi

  • Arts and Social Justice (ES/WGSS/QS 375) - Word and PDF
  • The Civil Rights Movement in the Modern US (HST 365) - Word and PDF
  • Farmworker Justice Movements (ES 399) - Word and PDF

Additional Resources

For any questions on the submission process, contact curriculumcoordinator@oregonstate.edu.

The DPD Program Office offers one-on-one consultations on DPD course development and can work with you at any point in your course development process.

To schedule an appointment, contact Julie Howard, office specialist, at Julie.Howard@oregonstate.edu