It is the American dilemma and while class, gender and other factors are obviously key to this debate, PACE has integrated many of these elements. At a time when human relational barriers which rest on foundations of ignorance are being rebuilt, the students of PACE are working to facilitate dialogue between groups who have traditionally been in conflict. Doing both proactive and reactive programming, PACE has conducted over 150 workshops and discussion groups within schools, departments and with faculty, professional, undergraduate and international students. PACE educators are trained in an academically rigorous course in the Graduate School of Education. In this way PACE is the quintessential model of Penn's 21st Century education vision in that it demonstrates the dialectic of intellectual inquiry and practical application.
PACE is such a program.
Grossman, Director, Program for Student-Community Involvement PACE is important to me in both general and specific ways. As a result, everyday life at Penn can be quite challenging for such students. I value the central PACE goal - preparing students who are committed to changing this situation to educate their peers about the importance of multiculturalism and the value of accepting and relating to those different from ourselves. The most unique element of PACE, I believe, is the emphasis on education which is built into each aspect of the program. Each class of self-aware individuals is then equipped with both the academic knowledge of current theories and practices in diversity education as well as the personal experience of having grappled with issues of diversity across many issues.