In spring 2021, a CCC subcommittee of faculty, administrators, and undergraduates, revisited the recommendations of the Provost’s 2016 Task Force on Diversity in the Curriculum to assess the outcomes of these recommendations and to examine how to best support student learning about racism, racial inequities, and systems of power and privilege. The subcommittee determined that, “By all metrics, there are greater curricular opportunities for engagement in courses that challenge students to think about systems and structures of inequality and racial formations, in particular, today than there were in 2016.” (2). Nonetheless, the report discussed some of the barriers that have impeded further progress and identified several opportunities to continue to make meaningful impact in the years ahead.

In 2019-20, a College Curriculum Council Working Group comprised of faculty and students from a range of disciplines, as well as two administrators from the College and Sheridan Center for Teaching and Learning, respectively, met to discuss the University's approach to collaborative teaching and learning and to ensure that its approach to Undergraduate Teaching Assistantships (UTAs) reflects current research and best practices. Based on its findings, this report offers recommendations about what instructors and staff might do to clarify the roles, responsibilities, and learning objectives for UTAs. 

Based on a review of expectations and procedures of Honors programs across all undergraduate concentrations, the College Curriculum Council endorsed a set of best practices to ensure clarity and consistency across the University.

In 2017, the Dean of the College charged a committee to assess Brown's online course evaluation system, addressing questions around format and content; diversity and inclusion; data collection and assessment; and future evaluation of teaching at Brown. The committee's recommendations were accepted by Provost Richard Locke, and a new system, along with new questions, was launched in 2019-20.

In 2018, the College Curriculum Council conducted a review of the scholarly literature on the educational benefits of capstones and of the capstone requirements and opportunities across the range of concentrations. Based on its findings, this report offers recommendations about what the College and concentrations can do to increase the academic rigor and learning potential of capstone practices.

In fall 2017, the Dean of the College convened a committee to review the University's academic code policies and procedures as well as the rules and practices around academic code violations. After a series of discussions about recent scholarship on academic integrity, practices at peer institutions, and feedback from undergraduates via an open forum, the Committee produced a report endorsing five recommendations for both procedural changes and for opportunities to engage students and faculty in strengthening Brown's culture of academic integrity in more meaningful ways.

Charged by Provost Richard Locke as part of the University's broader diversity and inclusion efforts, the Task Force on Diversity in the Curriculum developed a set of recommendations for advancing specific goals in the arena of undergraduate education as outlined in Pathways to Diversity and Inclusion. Its recommendations include the creation of a new course indicator to highlight courses that engage students in questions about structural inequality and the systems, practices, and ways of knowing that produce, police, maintain and resist racial categories and hierarchies. More information about DIAP Courses: Race, Gender, and Inequality is available here.