3 general guidelines are proposed to delineate certain minimum expectations for courses to be designated as MIC - Multicultural Infusion Components. They are intended to offer some supporting explanation of the expectations, as well as guidance, for COCC faculty who wish to propose courses for MIC designation. These guidelines form the basis for the . . .  "MIC Course Proposal Form" [below].

1. Objectives of Multicultural Infusion Components
A wide range of teaching and learning objectives may be met through the inclusion of multicultural infusion components into courses. No matter what the primary objectives are, however, multicultural and international elements must be infused into the MIC course as a significant and integral part of the overall learning experience. In addition, the multicultural infusion objective should be made explicit to students [e.g.., through course syllabi, writing assignments and in-class discussions].

2. Amount [sic] of Multicultural Infusion Elements
At least 30% of the total course content in a 3-5 credit MIC courses must consciously make use of multicultural or international elements. This minimum expectation for the amount of multicultural infusion is consonant with similar requirements at other colleges and universities, and it is designed to ensure that transferable COCC MIC courses meet parallel MIC baccalaureate requirements at 4-year institutions.

3. Types and Assessment of Multicultural Infusion Elements
To extend the range and deepen the understanding of the students' appreciation for diversity of all types, at least two different types of course experiences should be included which are designed to give students guided practice in thinking and analyzing multicultural elements relevant to the field of study. It is expected that the nature and type of elements used will vary as appropriate to the learning and teaching objectives and expectations of each course, and to the level of the course. A wide range of learning experiences and assessment schemes may be designed to meet the MIC course teaching and learning objectives. Research demonstrates that different types of MIC classroom experiences can provide students with a fuller appreciation of the complexities of a multicultural and global society. Therefore, MIC course instructors are encouraged to create, pilot, select and revise course experiences and infusion elements deemed appropriate to the objectives of that specific course and the teaching style of the instructor.

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MIC COURSE PROPOSAL FORM

Directions: Please review the "Guidelines for MIC Course Designation" [above]  before completing this form. A separate proposal form must be completed for each course proposed for MIC designation and submitted, with attachments, to the Chair of the AA Curriculum Subcommittee.

Date submitted: _________ Proposed by ________________________

Title and Number of Course: __________________________________________________

Dept./Program: ______________ Unit of Credits:____ 

Anticipated Enrollment ______

Course Prerequisites [if any]: _________________________________________________

___ [Check here] Special Conditions Requested for MIC Course Approval

Please describe such special conditions on an attached sheet

Dept./Program Head Endorsement: ___________________________
                                                                              [Signature]

1. [Guideline # 1] Objectives of Multicultural Infusion Components

This course infuses a significant and integral part of the overall learning experience. To demonstrate, please attach a copy of the course syllabus.

2. [Guideline # 2] Amount [sic] of Multicultural Infusion Elements

Estimate the percentage of course content which consciously makes use of multicultural or international elements.

3. [Guideline # 3] Types and Assessment of Multicultural Infusion Elements

Briefly describe the distinct types and assessment of multicultural infusion elements into this course. Please attach course handouts or assignments which address this issue.

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MIC Guidelines and Proposal Form were created by Patricia O'Neill (Social Sciences Dept.)
and approved by Academic Affairs Committee, 1997.
Reprinted here from AA Curriculum Discussion FirstClass subconference,
posting by Betty McKee, 9 March 2000.

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Last updated: 08 July 2004
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