Presentation on theme: "Honey or Vinegar: Global Learning as a Device to Achieve Constructive Faculty Engagement with Diversity Education American Association of Colleges and."— Presentation transcript:
1Honey or Vinegar: Global Learning as a Device to Achieve Constructive Faculty Engagement with Diversity EducationAmerican Association of Colleges and UniversitiesFacing the Divides: Diversity, Learning, and Pathways to Inclusive Excellence conferenceWorkshop 5: U.S. Diversity and Global LearningHouston, October 21, 2010Harvey Charles, Ph.D.Northern Arizona University
2Fundamental Assumptions Diversity’s BaggageThe Curriculum and Institutional ValuesU.S. Diversity/Global Education - Two sides of the Same CoinMore than Hiring, Cultural Performances and FoodThe Urgency of Diversity EducationDiversity – Pre-requisite for A Well Rounded Undergraduate EducationViability of Teaching AND Learning Around Diversity
3Challenges in Advancing Diversity Education Limited Understanding of Diversity’s MeaningInsufficient Curriculum Focus on DiversityLack of Resources to Support Diversity EducationDiversity education – Someone Else’s ResponsibilityThe Responsibility of Minority FacultyIncompatible with Academic RigorPolitical CorrectnessAppropriate for General Education but not the MajorAssociated with Services/Programming but not CurriculumGlobal Versus U.S. Diversity Advocates
4Why Diversity Education Matters William Fulbright’s visionCollege Education Must Mirror Real Life ChallengesDiversity Central to Many 21st Century ChallengesMajor Conflicts Precipitated/Perpetuated by DifferenceHuman Survival Affected by loss of Biological DiversityAccreditation and DiversityFamiliarity/Facility with Diversity – Professional ExpectationThe Demands of Private Industry, Government
5Factors Essential to Advance Diversity in the Academy Institutional Commitment - Mission Statement and/or Strategic GoalsUniversity Infrastructure for DiversitySenior University Administrator with Academic CredibilitySeparate office with appropriate budgetTask Force Charged by President/ProvostRecommendations must Include Curriculum ModificationsDiversity Must be Defined by FacultyIntegrated Strategy - Diversity + Global LearningFind an Effective Voice for DiversityAccountability – Program Review Process
6Northern Arizona University’s Approach to Global Learning SustainabilityTranscultural TranslingualCompetenceDiversitySelf SocietyGlobalEngagementCo– curriculumLiberal StudiesAll MajorsGloballyCompetent Students
7Managing The Politics Respected Faculty Should Lead the Process SIO/SDO – The Invisible HandEmphasize Advancing Diversity Education with Exisiting ResourcesWay to deflect concerns about resources eg. new faculty linesEmphasize that Important Parts of Infrastructure Already ExistsEmphasize Institution’s “circumstances” that make diversity an imperativeNeighborhood, student body, mission, alumni demandsConnect Diversity Education with Institutional ImperativesCurriculum revision, Accreditation preparationDeliberations should be Transparent
8Managing The Politics Regular Updates on Progress Necessary Mechanism for Incorporating Feedback from Constituents NecessaryAvoid Language of Imperatives and MandatesFaculty should Sell Process and Outcomes to ColleaguesActively Lobby Committed Faculty to Publicly Articulate SupportFaculty Senate Adoption of RecommendationsTime Management of ProcessBe Willing to Compromise Without Selling OutReassure, Reassure, Reassure
9Keep In Mind and Constantly Repeat The Project – To Articulate a Broad Framework for Diversity Education in the CurriculumOne Course is Inadequate – Discredited ModelExisting Infrastructure Puts us AheadChange Will Be Manageable and Occur Over Time
10Principles Governing Implementation of Diversity Education Strategy Faculty Senate Blessings = Mandate for ImplementationAcademic Major - Principal Site for Infusion of Diversity EducationRelated Sites: General Education and the Co-CurriculumArticulate Overarching Learning Outcome for Diversity EducationCall for Departmental Faculty TeamsEmpowers and Encourages buy-inWork of Faculty Team Must be Discussed and Adopted by DepartmentAssign Faculty the Following Tasks:Develop Diversity Learning OutcomesDevelop Strategies to Realize these OutcomesDevelop Assessment Protocols to Measure Success
11NAU’s Definition of Diversity As A Learning Outcome Diversity Education: Students will learn about and critically reflect upon the nature and consequences of diversity in both the social (e.g. ethnic, religious, cultural) world and the natural environment, and develop an understanding of how this diversity both alters and is altered in a world characterized by increasing global interaction.
12NAU’s Definition of Global Engagement as a Learning Outcome Students will learn how to analyze, synthesize, and evaluate the interconnectedness and interdependence of the human experience on a global scale
13A Further Elaboration on The Meaning of Diversity Students will appreciate the ubiquity and necessity of diversity in its many manifestations, including cultural, ethnic, religious, linguistic and biological diversity. This includes, for example, the following issues:The scope of racial and ethnic diversity both in the US and globallyIn addition to race and ethnicity, gender, class, sexuality, religion, age, language and disability constitute key dimensions of diversityHow ubiquitous racial and ethnic diversity is and how it intersects with other forms of diversity, such as gender, class, sexuality, religion, age, language and disability.The relationship between diversity and survival on the planetHow the position we take on diversity can either strengthen human communities and sustain the natural environment, or lead to conflict and environmental degradation.The role of ethnocentrism and Eurocentrism in human and societal interaction.
14A Further Elaboration on the Meaning of Global Engagement Students will gain an appreciation of the interconnectedness and interdependenceof the human experience on a global scale. This includes, for example, the following issues:The implications of race, racism and ethnocentrism for transnational, human, and societal interaction.The relationship among culture, language, community and environment.The role of ideology, spirituality, and religion in terms of human action and relationships.The interconnectedness between and among political, cultural, personal and economic decisions and the natural world.How economic, social, and technological practices and traditions impact climate and the environment.How historical, political, religious and economic forces have shaped the current world system and the source of global power inequalities and efforts to address them.The roles, possibilities and implications of diverse technologies on culture and the political economy.
15Examples of Diversity Learning Outcomes Students will be able to explain, both orally and in written form, how human diversity affects the definition, use, and management of forested landscapes (Forestry)Students will understand relationships between professional engineering and public and private organizations, and the mutual impacts that global environments and diverse societal and political systems of the world can have on one another (Civil & Environmental Engineering)Through diversity students will recognize the value of effective oral health and its impacts upon globally diverse populations. (Dental Hygiene)Students will understand that diverse cultures develop a diverse set of financial perspectives and instruments to facilitate their business arrangements. (College of Business)
16Examples of Diversity Education Strategies Gateway courseCapstone courseBuild Study Abroad into MajorCo-convene classes Partnering with Overseas InstitutionsTargeted Group of Courses in the General EducationCredit for Co-curricula ActivitiesRole of Academic Advisers in the Major
17Examples of Assessment Strategies Embed assignments in the courses in which diversity issues have been infusedAdd new questions to the Survey of Graduating Seniors to tap exposure to and reflection upon diversity issuesIntroduce questions in the Program Review in which all departments participate relative to engagement with diversity in the curriculumPre-post assessment tools administered to incoming and exiting students that address understanding of diversity issuesUtilize existing assessment strategies, including those used for accreditation purposes
18PrognosisDiversity Education in Tandem with Global Learning is Not Only Effective But is A Sensible Approach to Advance Diversity in the Curriculum