This fourth goal of the honors program is the one I feel that I enjoyed the pursuit of the most. I love any chance I can get to learn about different cultures and walks of life. Finding out about how different people accomplish the same goals is something I seek out. One of the most interesting aspects of diversity to me is the different ways that people learn and the different ways that people mentally engage with the world around them. As an English education major, I get to truly indulge myself in that pursuit daily. In fact, it is absolutely mandatory that I do so, because I must then reconcile my own sound-based learning style with the plethora of other learning styles students bring with them. Not to mention, these students are all individuals who come from a variety of places, backgrounds, and cultures; truly, students at any level in their education bring with them the full picture of diversity. This goal of learning about and preparing for diverse people and situations is an absolute necessity for everyone, no matter where you are or what you do, because every person is an individual worthy of respect and understanding, and diversity is something that applies to each of us.
The first outcome of the diversity goal is centered on a basic level of understanding of international history and culture. This is a more knowledge-based outcome rather than an action-based outcome, though action was also involved in the artifact I chose to represent it. In HON 264: Thinking Outside the Box, I was challenged with the task of researching a religion other than my own and attending a worship service for that religion. I chose to research Judaism, which proved to be a challenge since the nearest formal worship center is six hours away. I did manage to find a website where I could stream a Jewish worship service, but the most interesting thing I took with me from this experience was the research itself. As a Christian, I already have an interest in Judaism, because it is the parent religion to Christianity. In a way, researching Judaism was a lot like doing genealogical research. I found a great deal of similarities between the two religions, but it is in the differences where I feel I grew in my own faith. Ultimately, that is the single most effective way to demonstrate the first outcome of diversity. By learning about a different way of life from my own, I wound up experiencing personal growth, and I came away from this paper with a deeper appreciation for something I was initially unfamiliar with. The pursuit of knowledge of diverse perspectives often shows us where our own is lacking.
The second outcome of this goal does not apply to me, since I am pursuing an honors concentration instead of a minor, which brings us directly to the third outcome. The third outcome is focused on working collaboratively with diverse people and ideas. To demonstrate this outcome, I chose to draw from my leadership involvement experience from HON 250: The Foundations of Leadership. For this artifact, I created a PowerPoint slide about my experiences as the vice president of the Minot State University English Club. I chose this artifact to represent this outcome largely because of the members of the English club at the time. Around a quarter of our members were non-traditionally-aged students, and only half of us grew up in North Dakota. While the majority of our members were white, around a quarter were not. What that equates to is a group of people with very many different experiences and talents working collaboratively to revive a club which was abandoned for some years. We all spent a lot of time together in our tiny club room in Hartnett, bouncing ideas back and forth, discussing classes we all took together, giving writing advice, and engaging in various debates with one another. The primary thing we worked on for the club was planning, advertising, and running a Halloween murder mystery, which we did manage to pull off with a considerable degree of success. Everyone brought a unique skillset to the table, from shmoozing free costumes out of the theater department to acting to flexible set design to organizational skills. All combined, we were steeped in each other's ideas for months, forged close friendships, and a strong bond of academic trust.
The fourth and final outcome of this goal deals with looking at a singular issue from multiple viewpoints. To demonstrate this outcome, I chose to draw from my final paper from HON 351: Integrity and the Examined Life. In this paper, I was tasked with defending the integrity of three different figures, the first a businessman, the second a fictional businessman, and the third a social justice figure from the civil rights movement. This artifact showcases this outcome by my use of different arguments to come to the same conclusion for three different figures. Ultimately, what I had to do was find my own definition for integrity, then prove that each of those three figures fit within that definition by analyzing their actions. All three involved sacrificing personal comfort or gain in exchange for a higher ideal, and not just once, but repeatedly and consistently. The difference in perspective lies in the actions and circumstances I had to draw from to make the argument of integrity for each of the three figures.
Learning about diverse peoples and perspectives is of paramount importance not only as members of our global society, but also at a much more intimate level. Each and every day, we interact with individuals who have had vastly different experiences from our own for one reason or another. Maybe they come from a different place with different values and customs. Maybe they belong to an ethnic background very different from one’s own. Maybe they grew up in a higher or lower socioeconomic class. Almost certainly, they have different talents from one’s own and go through different mental processes to engage with the world around them. Beyond that, and perhaps a little more applicable to this portfolio, is the academic side of things. In the Honors program, students are engaging with material alongside other students from other majors, and we are certain to focus on different aspects of each item simply because of the larger focuses of our courseloads and the varying scholarly conversations we have with our peers inside of our own majors. This kind of interdisciplinary interaction is rare outside of the program, and something to be cherished. It fosters an intellectual diversity all too often ignored by undergraduate students and faculty alike.