University of Colorado – Boulder
http://www.colorado.edu/index.html
Principles of Academic Freedom
Race and Gender Diversity Core Components
Department of Comparative Literature and the Humanities
Courses of Note
Department of English
Syllabus for the Course: Introduction to Literary Theory: Understanding Human
Subjects
Syllabus for the Course: Readings in Postcolonial Literature, Criticism and
Theory
Other Courses of Note
Department of Ethnic Studies
Professor William M.
King
Syllabus for the Course: Black America and the War in Vietnam
Syllabus for the Course: The Civil Rights Movement in
America Syllabus for the Course: The Sixties – Critical Black
Views
Other Courses of Note
Department of History
Syllabus for the Course: Global Issues and International
Affairs Other Courses of Note
Lesbian, Gay, Bisexual, and Transgender
Studies Syllabus for the Course: Queer
Rhetorics
Syllabus for the Course: Introduction to Lesbian, Gay, Bisexual, and
Transgender Studies
Other Courses of Note
Peace and Conflict Studies
Syllabus for the Course: Peace and Conflict Studies
Other Courses of Note
List of all PACS Approved Courses
Program Director Stanley Deetz
Syllabus for the Course: Power and Control in Organizations
Political Science
Syllabus for the Course: Liberal Democracy and the First Amendment
Other Courses of Note
,Sociology Department
Professor: Martha Gimenez
Syllabus for the Course Topics in Sociological Theory: Class, Gender
and Race
Syllabus for the Course: Social Stratification
Syllabus for the Course: Critical Thinking in
Sociology Syllabus for the Course: Topics in Sex and
Gender Syllabus for the Course: Modern Marxist
Theory Syllabus for the Course: Feminist Theory
Syllabus for the Course: Sex and Gender in Society
Another Syllabus for the Course: Sex and Gender and Society
Another Syllabus for the Course: Sex and Gender and Society
Another Syllabus for the Course: Sex, Gender, and Society
Syllabus for the Course: Race and Ethnicity
Syllabus for the Course: Whiteness Studies
Syllabus for the Course: Sociology of Race and Ethnicity
Syllabus for the Course: U.S. Values, Social Problems, and Change
Syllabus for the Course: Race and Ethnic Relations in the United States
Syllabus for the Course: Feminist Theory
Syllabus for the Course: Graduate Feminist Methods
Syllabus for the Course: Social Conflict and Social Values
Other Courses of Note
Women’s Studies Program
Professor Alison Jaggar
Syllabus for the Course: Introduction to Feminist Studies
Other Courses of Note
Western American Studies
School of Education
Professor Kenneth R. Howe
Professor Howe’s
Courses
Professor: Daniel Liston
Professor Liston’s course Radical Educational
Theories Professor Michele Moses
Professor Moses’ Courses
Other Courses of Note
RateMyProfessors Remarks
, Principles of Academic Freedom
ARTICLE 5: FACULTY
PART D: PRINCIPLES OF ACADEMIC FREEDOM
5.D.1 Intent and Definition
(A) The University of Colorado was created and is maintained to afford men and women
a liberal education in the several branches of literature, arts, sciences, and the professions.
These aims can be achieved only in that atmosphere of free inquiry and discussion, which
has become a tradition of universities and is called “academic freedom.”
(B) For this purpose, “academic freedom” is defined as the freedom to inquire,
discover, publish and teach truth as the faculty member sees it, subject to no control or
authority save the control and authority of the rational methods by which truth is
established.
(C) Within the bounds of this definition, academic freedom requires that members of
the faculty must have complete freedom to study, to learn, to do research, and to
communicate the results of these pursuits to others. The students likewise must have
freedom of study and discussion. The fullest exposure to conflicting opinions is the best
insurance against error.
(D) Academic freedom does not give either faculty or students the right to disregard the
standards of conduct outlined in part B of article 7 of these Laws.
(E) All members of the academic community have a responsibility to protect
the university as a forum for the free expression of ideas.
5.D.2 Faculty Responsibility
(A) Faculty members have the responsibility to maintain competence, exert themselves
to the limit of their intellectual capacities in scholarship, research, writing, and speaking;
and to act on and off the campus with integrity and in accordance with the highest
standards of their profession. While they fulfill this responsibility, their efforts should not
be subjected to direct or indirect pressures or interference from within the university, and
the university will resist to the utmost such pressures or interference when exerted from
without.
(B) Faculty members can meet their responsibilities only when they have confidence that
their work will be judged on its merits alone. For this reason the appointment,
reappointment, promotion, and tenure of faculty members should be based primarily on
the individual's ability in teaching, research/creative work, and service and should not be
influenced by such extrinsic considerations as political, social, or religious views, or
, views concerning departmental or university operation or administration. A disciplinary
action against a faculty member, including dismissal for cause of faculty, should not be
influenced by such extrinsic consideration.
(C) The faculty member is entitled to freedom in the classroom in discussing the
subject, but should be careful not to introduce into teaching controversial matter that has
no relation to the subject.
(D) Faculty members are citizens, members of learned professions, and members of the
academic leadership of an educational institution. When speaking or writing as citizens,
they should be free from university censorship or discipline, but their special position in
the community imposes special obligations. As faculty members however, they should
remember that the public may judge their profession and institution by their utterances.
Hence faculty members should be accurate at all times, should exercise appropriate
restraint and show respect for the opinions of others, and when speaking or writing as
private citizens should make every effort to indicate that they are not speaking for the
institution.
http://www.cu.edu/regents/Laws/Article5D.htm
Race and Gender Diversity Core Components
Core Curriculum
(Revised 5/2006)
6. Cultural and Gender Diversity (3 semester hours). Courses fulfilling this
requirement increase the student's understanding of the world's diversity and pluralism
through the study of two broad and interrelated areas: (1) the nature and meaning of the
categories of race, ethnicity, and gender; and (2) cultures other than those of Europe and
the United States. This requirement explicitly identifies an awareness and understanding
of pluralism as essential to a liberal education.
(1) Gender and Ethnic Diversity: Courses in this area are designed to expand the
range of each student's understanding of the origin, definition, and experience of the
categories of gender, ethnicity, and race. They apply new approaches to knowledge and
scholarly inquiry and explore the ways in which nonsexist and nonracist language
expand understanding of social groups. They are concerned with recovery of knowledge
about individuals and groups excluded from traditional studies of societies and share the
fundamental goal of identifying the way these social categories define and therefore
shape human thought and experience.
http://www.colorado.edu/index.html
Principles of Academic Freedom
Race and Gender Diversity Core Components
Department of Comparative Literature and the Humanities
Courses of Note
Department of English
Syllabus for the Course: Introduction to Literary Theory: Understanding Human
Subjects
Syllabus for the Course: Readings in Postcolonial Literature, Criticism and
Theory
Other Courses of Note
Department of Ethnic Studies
Professor William M.
King
Syllabus for the Course: Black America and the War in Vietnam
Syllabus for the Course: The Civil Rights Movement in
America Syllabus for the Course: The Sixties – Critical Black
Views
Other Courses of Note
Department of History
Syllabus for the Course: Global Issues and International
Affairs Other Courses of Note
Lesbian, Gay, Bisexual, and Transgender
Studies Syllabus for the Course: Queer
Rhetorics
Syllabus for the Course: Introduction to Lesbian, Gay, Bisexual, and
Transgender Studies
Other Courses of Note
Peace and Conflict Studies
Syllabus for the Course: Peace and Conflict Studies
Other Courses of Note
List of all PACS Approved Courses
Program Director Stanley Deetz
Syllabus for the Course: Power and Control in Organizations
Political Science
Syllabus for the Course: Liberal Democracy and the First Amendment
Other Courses of Note
,Sociology Department
Professor: Martha Gimenez
Syllabus for the Course Topics in Sociological Theory: Class, Gender
and Race
Syllabus for the Course: Social Stratification
Syllabus for the Course: Critical Thinking in
Sociology Syllabus for the Course: Topics in Sex and
Gender Syllabus for the Course: Modern Marxist
Theory Syllabus for the Course: Feminist Theory
Syllabus for the Course: Sex and Gender in Society
Another Syllabus for the Course: Sex and Gender and Society
Another Syllabus for the Course: Sex and Gender and Society
Another Syllabus for the Course: Sex, Gender, and Society
Syllabus for the Course: Race and Ethnicity
Syllabus for the Course: Whiteness Studies
Syllabus for the Course: Sociology of Race and Ethnicity
Syllabus for the Course: U.S. Values, Social Problems, and Change
Syllabus for the Course: Race and Ethnic Relations in the United States
Syllabus for the Course: Feminist Theory
Syllabus for the Course: Graduate Feminist Methods
Syllabus for the Course: Social Conflict and Social Values
Other Courses of Note
Women’s Studies Program
Professor Alison Jaggar
Syllabus for the Course: Introduction to Feminist Studies
Other Courses of Note
Western American Studies
School of Education
Professor Kenneth R. Howe
Professor Howe’s
Courses
Professor: Daniel Liston
Professor Liston’s course Radical Educational
Theories Professor Michele Moses
Professor Moses’ Courses
Other Courses of Note
RateMyProfessors Remarks
, Principles of Academic Freedom
ARTICLE 5: FACULTY
PART D: PRINCIPLES OF ACADEMIC FREEDOM
5.D.1 Intent and Definition
(A) The University of Colorado was created and is maintained to afford men and women
a liberal education in the several branches of literature, arts, sciences, and the professions.
These aims can be achieved only in that atmosphere of free inquiry and discussion, which
has become a tradition of universities and is called “academic freedom.”
(B) For this purpose, “academic freedom” is defined as the freedom to inquire,
discover, publish and teach truth as the faculty member sees it, subject to no control or
authority save the control and authority of the rational methods by which truth is
established.
(C) Within the bounds of this definition, academic freedom requires that members of
the faculty must have complete freedom to study, to learn, to do research, and to
communicate the results of these pursuits to others. The students likewise must have
freedom of study and discussion. The fullest exposure to conflicting opinions is the best
insurance against error.
(D) Academic freedom does not give either faculty or students the right to disregard the
standards of conduct outlined in part B of article 7 of these Laws.
(E) All members of the academic community have a responsibility to protect
the university as a forum for the free expression of ideas.
5.D.2 Faculty Responsibility
(A) Faculty members have the responsibility to maintain competence, exert themselves
to the limit of their intellectual capacities in scholarship, research, writing, and speaking;
and to act on and off the campus with integrity and in accordance with the highest
standards of their profession. While they fulfill this responsibility, their efforts should not
be subjected to direct or indirect pressures or interference from within the university, and
the university will resist to the utmost such pressures or interference when exerted from
without.
(B) Faculty members can meet their responsibilities only when they have confidence that
their work will be judged on its merits alone. For this reason the appointment,
reappointment, promotion, and tenure of faculty members should be based primarily on
the individual's ability in teaching, research/creative work, and service and should not be
influenced by such extrinsic considerations as political, social, or religious views, or
, views concerning departmental or university operation or administration. A disciplinary
action against a faculty member, including dismissal for cause of faculty, should not be
influenced by such extrinsic consideration.
(C) The faculty member is entitled to freedom in the classroom in discussing the
subject, but should be careful not to introduce into teaching controversial matter that has
no relation to the subject.
(D) Faculty members are citizens, members of learned professions, and members of the
academic leadership of an educational institution. When speaking or writing as citizens,
they should be free from university censorship or discipline, but their special position in
the community imposes special obligations. As faculty members however, they should
remember that the public may judge their profession and institution by their utterances.
Hence faculty members should be accurate at all times, should exercise appropriate
restraint and show respect for the opinions of others, and when speaking or writing as
private citizens should make every effort to indicate that they are not speaking for the
institution.
http://www.cu.edu/regents/Laws/Article5D.htm
Race and Gender Diversity Core Components
Core Curriculum
(Revised 5/2006)
6. Cultural and Gender Diversity (3 semester hours). Courses fulfilling this
requirement increase the student's understanding of the world's diversity and pluralism
through the study of two broad and interrelated areas: (1) the nature and meaning of the
categories of race, ethnicity, and gender; and (2) cultures other than those of Europe and
the United States. This requirement explicitly identifies an awareness and understanding
of pluralism as essential to a liberal education.
(1) Gender and Ethnic Diversity: Courses in this area are designed to expand the
range of each student's understanding of the origin, definition, and experience of the
categories of gender, ethnicity, and race. They apply new approaches to knowledge and
scholarly inquiry and explore the ways in which nonsexist and nonracist language
expand understanding of social groups. They are concerned with recovery of knowledge
about individuals and groups excluded from traditional studies of societies and share the
fundamental goal of identifying the way these social categories define and therefore
shape human thought and experience.
