Formal and Informal Curricula

Fall 2020 Report

The College has created opportunities and experiences that prepare students to actively engage in an increasingly diverse, inter-connected, and global society through formal and informal curricular practices.

Development of Western Civilization

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Objective III.2 of the PC200 Strategic Plan calls for “Invigorating the Development of Western Civilization Program, the centerpiece of PC’s liberal arts education, through efforts led by the faculty.” Since DWC is the one academic experience shared by all students regardless of course of study, the PC200 Implementation Team is discussing ways in which the four-semester course can complement and strengthen the First-Year Experience and the Signature Work Project, which are key to Goal 1 of PC200to deliver a distinctive educational experience. Preliminary discussions have centered on how the study of DWC ties into students’ ability to consider “big-picture questions” that will provide valuable insights and opportunities for self-directed inquiry, while fostering growth and development that encourages students to expand their world-view. 

A PC200 steering committee has charged a project team that consists of faculty (including a Dominican Friar) and students with evaluating changes to the DWC Program that will achieve this objective. Dr. Jennifer Illuzzi, associate professor of history, was recently appointed as DWC program chair and will lead these efforts.  Dr. Illuzzi, along with previous program chairs, Drs. Sandra Keating and Alex Moffett, recently provided an update to the PC200 steering committee. This project team will augment the DWC Program Committee. 

The Academic Affairs Committee of the Faculty Senate submitted legislation to the Senate on April 21 that includes adding two items to the current DWC Objective List. These two objectives “Affirm the immense diversity of western civilization by studying the contributions and perspectives of historically underrepresented groups” and “Require students to reflect critically upon the terns ‘western’ and ‘civilization’ and to articulate how the West has been shaped by interactions with other cultures and polities.” The legislation was approved by the Senate.

One of the most significant benefits described in the proposed legislation is that the changes recommended will bring further diversity to DWC syllabi. 

Student input is valued and is an important component of these deliberations, and there is student representation on the DWC Program Committee to ensure that student perspectives are heard. However, changes to curriculum and modifications to academic programs are the purview of the faculty and the Faculty Senate. This is consistent with the values and practices of academic freedom and shared governance that are central to Providence College. 

Assessment of Courses that Meet the Diversity Proficiency Requirement

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A comprehensive diversity proficiency study report has been completed by Dr. Comfort Ateh. It has been reviewed by the Core Curriculum Committee and will be shared with the Faculty Senate. 

In addition, there have been a number of professional development sessions on inclusive pedagogy and curricula for faculty across schools and departments.

Elementary and Special Education Department

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Some faculty and students have expressed concern about DEI matters within the Elementary and Special Education (ESE) department. Several DEI initiatives are in progress under the leadership of assistant dean of education Dr. Beth Schaper and ESE department chair Dr. Bret Cormier, both of whom are new to the College this academic year. These efforts ensure that ESE programs are compliant with the Rhode Island Department of Education (RIDE) standards.  

Dr. Cormier is assessing the admission and retention aspects of ESE. Formal admission into the ESE program is partially dependent on RIDE criteria to which the ESE must adhere.

The ESE expects all non-RIDE assessments to be course embedded and curriculum revision work will establish benchmarks. The 2021-2022 academic year will include reviews of assignments, books, readings, etc., to address DEI. The chair will be utilizing outside experts to assess DEI in the curriculum.

The department has begun a process to modify the ESE curriculum, including required courses that focus on DEI. There are two courses in EDU that address DEI (EDU 125 & 221). The ESL and the autism courses will be submitted to the Faculty Senate for review. The courses will be guided by the mission of the College and the School of Professional Studies mission and values. This work has begun and will be implemented over the summer and the next academic year.

Drs. Cormier and Schaper also are developing partnerships with the Providence Public Schools Department (PPSD). Part of the mission and values of the ESE is to have a robust presence of our student teachers in the PPSD.

Initiatives Related to Asian American and Pacific Islander (AAPI) Community

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The fatal shooting of six Asian women in Atlanta in March heightened our awareness of a series of violent and horrific attacks against members of the Asian American and Pacific Islander (AAPI) communities. As I stated in my March 18 message to the community,  I stand in full solidarity with our AAPI faculty, staff, and students, and unequivocally condemn heinous acts of injustice, racism, and violence levied against them. In that communication, I also suggested that “while we may feel powerless to stem the tide of the reprehensible tragedies that seem to plague our nation with ever-increasing frequency, there is something that we can do as members of a Catholic and Dominican community. In the midst of profound suffering and senseless violence, we can strive to be ever mindful that God alone can bring light out of seemingly impenetrable darkness.”

As a Catholic college, we need to make these words come alive with action. To that end, the Office of the President will develop closer relationships with the College’s AAPI community to identify ways in which the College community may help heal those who have been profoundly hurt by bias, hate, and injustice. The Provost will consult with faculty leadership to explore a number of new academic initiatives that also may lead to understanding and healing. 

Other DEI Initiatives

The Dialogue, Inclusion, and Democracy (DID) Research Lab partnered with a group of students, a faculty member, and an administrator in the development of a series of methods and strategies to facilitate critical dialogue around issues of diversity, equity, and inclusion on campus and in the community. The critical dialogue was facilitated interactively in campus spaces and on social media. The flagship project has been series of “democracy walls” on campus; findings around strategies for overcoming polarization; amplifying student voices; and creating civic spaces. The outreach has included collaboration with Student Congress, Athletics, the School of Business, Student Affairs, and the Office of Institutional Diversity, Equity, and Inclusion.

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Funding from IDEI’s Equity and Engagement Innovation Mini Grant program was awarded to the Department of History and Classics to participate in a workshop series entitled Social Justice Infusion Initiative. The aim of the program is to increase faculty registration, increase accountability for full participation and completion, and fairly compensate faculty for the work of skills acquisition and curriculum development. The primary outcome of this grant will be revised syllabi and curricula in alignment with the Student Learning and Development DEI focus and Goals 1 and 2 of PC200.

Funding from IDEI’s Equity & Engagement Innovation Mini Grant program was awarded to the Department of Health Policy and Management (HPM) to form a Black, Indigenous, and Person of Color (BIPOC) Advisory Group. This group is one of several initiatives the department is undertaking with a deep commitment to active, accountable change regarding diversity, equity, and inclusion on our campus and within the community. To take action against racism, HPM will draw on expertise from alumni, in conjunction with current students, on how to ensure an inclusive learning environment in which people of color feel represented, involved, and safe to express their opinions in our classrooms.

As both a response to the growing need for DEI discourse and anti-racist education, the Office of Institutional Diversity, Equity and Inclusion, alongside many other campus partners, developed and facilitated the inaugural Providence College Anti-Racism Summer Series. Over the course of eight weeks, IDEI sponsored a total of six webinars led by members of the College community, including BMSA, Campus Ministry, and The Feinstein Institute.

The School of Arts and Sciences recently completed a semester-long series of keynote speakers and panel discussions focused on Decolonizing the Curriculum. The speaker series featured three events focused on the sciences, humanities, and the social sciences. Faculty from across campus are invited to participate in a workshop in May where the principles discussed can be applied to individual course syllabi.

IDEI and the Center for Orientation, Transitions and Leadership are collaborating on the creation of a four-year developmental model for students that will lead to a certificate in equity and inclusion.