- First Year Seminar
- Global & Historical Studies
- Analytic Reasoning
- The Natural World
- Perspectives in the Creative Arts
- Physical Well Being
- The Social World
- Texts & Ideas
- Speaking Across the Curriculum
- Writing Across the Curriculum
- Indianapolis Community Requirement
- Butler Cultural Requirement
- Directors & Coordinators
- CORE Faculty FAQ
CORE Faculty FAQ
Complete a Core Course Proposal Form. The proposal will be reviewed by a faculty committee in one of the sub-areas. If approved, the proposal will be forwarded to the Core Curriculum Committee for review. If CCC approval is secured, the Registrar will notify the University Community by e-mail of approved courses, which will be available for review in the Proposals Published for Final Approval Review folder on the Core Curriculum site on Moodle for 15 days from the notification date. Approved courses standing without objection for the 15 day review period will be added to the Core. Click here for more information about the Core course proposal process.
To propose a new Social Justice and Diversity (SJD) course or to seek SJD designation for an existing Core course, please complete a SJD Proposal Form and the Core Course Proposal Form or Core Course Revision Form.
The deadline for submitting proposals for spring courses is February 1 of preceding year.
The deadline for submitting proposals for summer or fall courses is October 1 of preceding year.
The Social Justice and Diversity (henceforth SJD) distribution has been added to the core curriculum.
SJD-designated courses must meet all three of the following student learning outcomes:
- Recognize multiple and intersecting dimensions of identity and inequity through the study of critical scholarship on the historical, cultural, political, and/or social experiences of marginalized communities.
- Identify and explain the causes and impact of privilege, power, and oppression and cultivate tools for overcoming conflict and promoting equality.
- Recognize and critique local, national, or global conditions that enable, perpetuate and/or challenge social injustice and inequity.
A designator for courses of 3 credit hours or more, SJD courses may also fulfill other core curriculum requirements, such as FYS and ICR.
Completing one SJD course will become a graduation requirement for the next cohort of incoming students after a sufficient number of courses are available to meet student need.
How do I propose a Social Justice and Diversity course?
To propose a new Social Justice and Diversity (SJD) course or to seek SJD designation for an existing Core course, please complete a SJD proposal form and the Core Course Proposal Form or Core Course Revision Form. The course proposal form is also available on the Core curriculum Moodle site. Please note: The Advisory Committee has decided to limit the designation to traditional semester-length face-to-face courses for the present.
For more information
Please contact Robin L. Turner at firstname.lastname@example.org.
You can find policies and procedures in the Core Curriculum Operating Manual.
This document contains updated information about the mission of each area, the constitution and duties of advisory committees and provides implementation information for both curriculum development and assessment. Information of special importance to advisors, including policies regarding exemptions, variances and transfer credits are also included.
The Core Curriculum Worksheet is a tool that can be used when advising students about the Core Curriculum.
View the Core exemptions list.
Your advisee will need to complete a Core Variance Form. This form is only for courses taken at Butler. Please use a Core Transfer Course Approval Form (found on the Registration and Records website) for courses taken elsewhere.
Is there funding available to help defray costs of special experiences for my students in one of my Core classes?
Yes, Course Enhancement Grants provide up to $200 toward a co-curricular experience for students relevant to the Core course. Download the application.
View the list of Student Learning Objectives (SLOs) for Core courses.
Terri Carney (email@example.com) is Professor of Spanish and former Chair of the department of Modern Languages Literatures and Cultures, and affiliate faculty of Gender, Women's and Sexuality Studies at Butler University. Along with fellow SJD mentor Jess Butler, Dr. Carney was a member of the Presidential Commission on Sexual Assault Subcommittee on Curricular Initiatives that developed the initial proposal for the Social Justice & Diversity designation. This proposal grew out of the work she did as a founding member the Collaborative for Critical Inquiry into Race, Gender, Sexuality and Class.
Dr. Carney is the former faculty leader of Butler's Women’s Caucus and a co-teacher and co-founder of Butler's Global and Historical Studies course Rights and Resistance: Global Women's Human Rights. She has presented on many panels on academic issues of diversity, including National Women’s Studies Association conferences in Cincinnati, Puerto Rico, and Baltimore, and Feminism and Austerity conference in Nottingham, England. In addition to her research on contemporary Spanish literature, Dr. Carney has co-authored academic articles with Butler colleagues in Journal of Gender Studies and the Journal of Excellence in College Teaching. She has also published essays in the Journal for Latinos and Education and a special issue on Service Learning in Hispania. Terri likes to sit in coffee shops and think.
Robin L. Turner (firstname.lastname@example.org) is Associate Professor of Political Science, affiliate faculty of Gender, Women’s, and Sexuality Studies, International Studies, Peace and Conflict Studies, and Science, Technology, Environment, and Society, and coordinator of the African Studies minor at Butler University, and visiting research associate of the Society, Work, and Development Institute (SWOP) at the University of the Witswatersrand in South Africa. Her research examines how public policies shape local political economies, influence constructions of identity, and affect people’s behavior, and she has published articles in journals such as Journal of Modern African Studies, Development and Change, Africa Spectrum, and the Journal of International Wildlife Law and Policy.
Dr. Turner teaches courses that help students better understand the perspectives, experiences, and political strategies of historically marginalized people in Africa, the United States, and elsewhere in the world. She co-created the GHS 210 Freedom and Movement in the Transatlantic World with three Butler colleagues. Centered on the question, “What is freedom?,” this core curriculum course was developed with support from a National Endowment for the Humanities grant. Dr. Turner has facilitated diversity and inclusion-focused learning communities, published a book chapter on decolonial approaches to teaching American students about Africa, and serves as advisor for the Black Student Union. Robin likes to do yoga and eat chocolate. Her Spring 2018 office hours are Thursdays from 3:00-5:00 PM in Jordan Hall 347.
Natalie Carter (email@example.com) is an Instructor in the English Department, the Social Justice and Diversity (SJD) Vocation Fellowship Director and a SJD Faculty Mentor. She holds a Ph.D. in English with a concentration in American Literature and Culture from George Washington University. Her research and pedagogical interests include trauma theory, gender and sexuality studies, and the dynamics of race, ethnicity, and violence in Twentieth and Twenty-First Century literary and cultural artifacts. Scholarship includes publications on Dorothy Allison, Julia Alvarez, and Ernest Hemingway, as well as works addressing violence against women and race-related trauma in American society. She teaches American Literature and Culture in addition to courses in the Honors and First-Year Seminar Programs, and is currently the advisor for several student organizations, including The Beautiful Minds Project.
Courtney Elkin Mohler (firstname.lastname@example.org) joined the faculty of the Theatre Department at Butler University in Fall 2017 as an Assistant Professor. She also serves as an affiliate faculty of Gender, Women’s and Sexuality Studies, and on the Advisory Committee for the Social Justice and Diversity Core Requirement. Dr. Mohler directs plays for the Butler Theatre Department and teaches Text Analysis, Theatre History and Critical Perspectives in Performance with a focus on Theatre as Social Justice and U.S. Ethnic Theatre. She also created the Honors Seminar course “Pop Culture, Race and Feminisms in the Age of Beyoncé, Taylor Swift and Nicki Minaj” which investigates changing ideas about feminism, race and intersectionality through the lens of popular culture.
Specializing in Native American and Chicana/o Theater, Critical Race Theory and Performance Studies, Mohler has contributed chapters to American Indian Performing Arts: Critical Directions and the Greenwood Encyclopedia of American Indian Issues Today. She has also published articles and review essays in Theatre Topics, Modern Drama, Ecumenica, Platform, Theatre Research International, Latin American Theatre Review and Text and Presentation and is the co-author of the forthcoming book Critical Companion to Native American and First Nations Performance: Indigenous Space with Christy Stanlake and Jaye T. Darby.
As a stage director, Mohler concentrates on new works that push aesthetic and political boundaries aimed to affect a more equitable world. When not teaching, writing, or in the theatre, she is running after her two highly theatrical daughters Violet (7) and Alice LaRose (5).