Diversifying the University curriculum for all undergraduates begins with mandating a cultural diversity requirement.

Next Tuesday, the University Faculty Senate will look at a proposal that would require students to take one three-credit "diversity-focused" course or four "diversity-enhanced" courses.

The first option would allow students to select one course that concentrates on issues related to ethnic, racial, gender and global perspectives. The latter would let them choose four courses that devote 25 percent of the class time to underrepresented groups' perspectives.

Cultural diversity classes are intended to illustrate what traditional Western history has neglected -- the contributions historically less-recognized groups have made to American and Western society. Taking such courses produces a more holistic understanding of the subject material.

The current proposal provides a good start to curriculum diversity because it gives students a choice without increasing their credit requirements. Students can take one class that heightens their awareness of a specific group or culture, or they can take four classes that will more subtly point out those groups' often-ignored societal contributions.

A cultural diversity requirement will not add to students' credit load because the courses can be counted as general education requirements.

While the proposal is a good idea, its effectiveness depends on its implementation. The requirement may start with the entering freshman class this summer.

Ideally, diversity courses on the list should focus on just that -- diversity. These classes should concentrate on neglected parts of history in addition to education on another culture.

At the same time, the University simply does not have the capacity to instruct 70,000 students in a core of diversity classes alone. Consequently, "other cultures" courses -- currently a requirement for all bachelor of arts degree students in the College of Liberal Arts -- are needed on the list so students have a variety of topics from which to choose.

Certainly the University should look to increase its capacity to instruct students in studying underrepresented groups. Perhaps the University can draw up a plan to hire more instructors qualified to teach a diversified curriculum. But for now, this plan seems most practical.

Approving this proposal next week can only improve undergraduate education at Penn State.