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:
Honey or Vinegar: Global Learning as a Device to Achieve Constructive Faculty Engagement with Diversity Education American Association of Colleges and Universities Facing the Divides: Diversity, Learning, and Pathways to Inclusive Excellence conference Workshop 5: U.S. Diversity and Global Learning Houston, October 21, 2010 Harvey Charles, Ph.D. Northern Arizona University
Fundamental Assumptions Diversitys Baggage The Curriculum and Institutional Values U.S. Diversity/Global Education - Two sides of the Same Coin More than Hiring, Cultural Performances and Food The Urgency of Diversity Education Diversity – Pre-requisite for A Well Rounded Undergraduate Education Viability of Teaching AND Learning Around Diversity
Challenges in Advancing Diversity Education Limited Understanding of Diversitys Meaning Insufficient Curriculum Focus on Diversity Lack of Resources to Support Diversity Education Diversity education – Someone Elses Responsibility The Responsibility of Minority Faculty Incompatible with Academic Rigor Political Correctness Appropriate for General Education but not the Major Associated with Services/Programming but not Curriculum Global Versus U.S. Diversity Advocates
Why Diversity Education Matters William Fulbrights vision College Education Must Mirror Real Life Challenges Diversity Central to Many 21 st Century Challenges Major Conflicts Precipitated/Perpetuated by Difference Human Survival Affected by loss of Biological Diversity Accreditation and Diversity Familiarity/Facility with Diversity – Professional Expectation The Demands of Private Industry, Government
Factors Essential to Advance Diversity in the Academy Institutional Commitment - Mission Statement and/or Strategic Goals University Infrastructure for Diversity – Senior University Administrator with Academic Credibility – Separate office with appropriate budget Task Force Charged by President/Provost Recommendations must Include Curriculum Modifications Diversity Must be Defined by Faculty Integrated Strategy - Diversity + Global Learning Find an Effective Voice for Diversity Accountability – Program Review Process
Northern Arizona Universitys Approach to Global Learning Global Learning Global Engagement SustainabilityDiversity Transcultural Translingual Competence Self Society Co– curriculumLiberal StudiesAll Majors Globally Competent Students
Managing The Politics Respected Faculty Should Lead the Process SIO/SDO – The Invisible Hand Emphasize Advancing Diversity Education with Exisiting Resources – Way to deflect concerns about resources eg. new faculty lines Emphasize that Important Parts of Infrastructure Already Exists Emphasize Institutions circumstances that make diversity an imperative – Neighborhood, student body, mission, alumni demands Connect Diversity Education with Institutional Imperatives – Curriculum revision, Accreditation preparation Deliberations should be Transparent
Managing The Politics Regular Updates on Progress Necessary Mechanism for Incorporating Feedback from Constituents Necessary Avoid Language of Imperatives and Mandates Faculty should Sell Process and Outcomes to Colleagues Actively Lobby Committed Faculty to Publicly Articulate Support Faculty Senate Adoption of Recommendations Time Management of Process Be Willing to Compromise Without Selling Out Reassure, Reassure, Reassure
Keep In Mind and Constantly Repeat The Project – To Articulate a Broad Framework for Diversity Education in the Curriculum One Course is Inadequate – Discredited Model Existing Infrastructure Puts us Ahead Change Will Be Manageable and Occur Over Time
Principles Governing Implementation of Diversity Education Strategy Faculty Senate Blessings = Mandate for Implementation Academic Major - Principal Site for Infusion of Diversity Education Related Sites: General Education and the Co-Curriculum Articulate Overarching Learning Outcome for Diversity Education Call for Departmental Faculty Teams – Empowers and Encourages buy-in – Work of Faculty Team Must be Discussed and Adopted by Department Assign Faculty the Following Tasks: – Develop Diversity Learning Outcomes – Develop Strategies to Realize these Outcomes – Develop Assessment Protocols to Measure Success
NAUs 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.
NAUs 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
A 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 globally In addition to race and ethnicity, gender, class, sexuality, religion, age, language and disability constitute key dimensions of diversity How 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 planet How 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.
A Further Elaboration on the Meaning of Global Engagement Students will gain an appreciation of the interconnectedness and interdependence of 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.
Examples 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)
Examples of Diversity Education Strategies Gateway course Capstone course Build Study Abroad into Major Co-convene classes Partnering with Overseas Institutions Targeted Group of Courses in the General Education Credit for Co-curricula Activities Role of Academic Advisers in the Major
Examples of Assessment Strategies Embed assignments in the courses in which diversity issues have been infused Add new questions to the Survey of Graduating Seniors to tap exposure to and reflection upon diversity issues Introduce questions in the Program Review in which all departments participate relative to engagement with diversity in the curriculum Pre-post assessment tools administered to incoming and exiting students that address understanding of diversity issues Utilize existing assessment strategies, including those used for accreditation purposes
Prognosis Diversity Education in Tandem with Global Learning is Not Only Effective But is A Sensible Approach to Advance Diversity in the Curriculum