The Scholarship of Teaching and Cross-Disciplinary Cultural Competency: Developing Strategies for a Multiculturally Relevant Curriculum and Pedagogy
• Development of multiculturally relevant content across disciplines
• Development of pedagogical best practices for addressing controversial social issues in the classroom
• Development of Best Practices Document, conference papers, and possible publication of findings

COMPENSATION: Faculty who complete the DIVERSITY AND MULTICULTURAL FACULTY LEARNING COMMUNITY will be awarded $500 for professional development or a stipend.

EXPECTATIONS AND RESPONSIBILITIES: The success of the learning community will depend on the level of commitment of the participants.  We invite all tenure line and lecturer faculty to apply. The more diverse our perspectives, the richer our discourse, findings and conclusions will be.  For this reason, the learning community will collectively focus on cross disciplinary multicultural content and pedagogical strategies.

LEARNING COMMUNITY OUTCOMES and EXPECTATIONS OF PARTICIPANTS: The learning community will meet every three weeks for 2 hours in the Fall and Spring Semesters. The aim of this project is threefold: 1) Creation of an “Inter-Disciplinary Cultural Competencies Best Practices” document. Our findings will be presented at a campus symposia and workshops including the Faculty Center Teaching Expo. This document will allow the campus community to benefit from and build on our work. 2) Presentation of our work/findings at appropriate academic conferences. 3) Publication of our work/findings in an appropriate academic journal (optional.)

PROJECT RATIONALE: Today our students face a world that is highly complex and culturally diverse. This learning community is based on the premise that as faculty members we have the power and the responsibility to create conditions for student retention and success across our campus. Indeed, as a result of the growing demographic of historically underrepresented groups, perhaps for the first time in history, we are at a critical crossroad – the success of diverse college students is tied to our collective social and economic wellbeing as a nation (Harris, Bensimon 2007). Research indicates that teaching in diversity and multicultural sensitivity across disciplines can reduce prejudice, transform students’ perspectives and is positively correlated with workplace readiness ( Enberg et al. 2007, Denson 2009). Curricular and pedagogical practices that enhance cultural competency serve all our students by attending to the experiences of differences among and across our student population.  (Harper and Hurtado 2007, Museus and Maramb 2011, Museus et al. 2008).  For example, multi-culturally relevant content and pedagogical practices in business, and the social and physical sciences promote social equity and develop theories and skills for lifelong learning, critical for participation in democratic societies, innovation, and workplace satisfaction and success.   

WORKPLACE COMPETENCIES IN INDUSTRY AND SCIENCE. Today many Fortune 500 companies list the ability to deal with difference and complexity as one of their top three skills sets (for a more detailed review see http://diversityofficermagazine.com/cultural-competence/what-is-cultural-competence-how-is-it-measured/). Workplace cultural competency has been described as the ability and willingness of individuals and organizations to embrace, integrate, and appropriately apply workplace processes, policies, and interactions. The result is improved understanding and development of the organizational environment, capabilities and services (Wells 2003).  In the sciences, cultural competencies attached to lifelong learning are described as necessary for innovative work and critical for instilling rigorous intellectual habits. These knowledge and skill sets lead to self-directed, informal and creative thinking within the field. There is much research to support the development of a more multiculturally relevant content and pedagogy in these areas in order to meet the challenges of the 21st century workforce.

MEETING THE CHALLENGE The learning community will examine how to develop more multiculturally relevant content across the curriculum and best pedagogical practices for implementing them in the classroom.

PROMOTION OF SOCIAL EQUITY/PLURATISIC IDEALS OF DEMOCRATIC CITIZENSHIP: Our nation is currently in a state of crisis. Racial, ethnic and gender issues continue to challenge us to find ways to quell a growing state of tension in our communities, nation and world. Cross cultural competency requires that we examine our own positionalities and begin to find creative solutions to these problems that divide us.  Postsecondary education does not and cannot exist in a socio-political vacuum. As faculty, we must find ways to address the tensions across difference on our campus and in society in ways that will allow our students to develop critical consciousness, tools for engagement, and the motivation to use their knowledge and skills to improve the quality of life for all people.
MEETING THE CHALLENGE: After reflecting on our own social, cultural and economic positions and attachments, the learning community will examine best practices for addressing controversial social issues in the classroom in ways that lead to effective dialogue and understanding across difference. . Additionally, we will explore how to deal with “hot topics” that can emerge spontaneously in our classes. We will examine how we ensure that all our students feel validated and respected during times of emotional tension, conflict and division. 

TO APPLY: Submit a brief proposal (approximately 1 page) that includes your background information (including rank, college, and discipline) and describes your interest in the DIVERSITY AND MULTICULTURAL LEARNING COMMUNITY.

Application Information Coming Soon for year 14/15!

and should be submitted electronically to facctr@csusm.edu

Denson, N. , & Chang, M.J. (2009). Racial diversity matter: The impact of diversity-related student engagement and institutional context. American Educational Research Journal, 46(2), 322-353.
Engberg, M.E. (2007). Educating the workforce for the 21st Century: A cross-disciplinary analysis of the impact of the undergraduate experience on students’ development of a pluralistic orientation. Research in Higher Education, 48(3), 283-317.
HarrisonIII, F., & Bensimon, E.M. (2007). The equity scorecard: A collaborative approach to assess and respond to racial/ethnic disparities in student outcomes. New Directions for Student Services, 2007(120). 77-84.
Harper, S.R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, 2007/ (120), 7-24.
Museus, S.D., Nichols, A.H., & Lambert, A.D. (2008). Racial Differences in the effects of campus racial climate on degree completion: A structural equation model. Review of Higher Education, 32(1), 107-134.
Museus, S.D., & Maramba, D.C. (2011). The impact on Filipino American students’ sense of belonging. Review of Higher Education, 34(2), 231-258.
Wells, Kim. R. “How to Choose a Company that is Culturally Competent.” Graduating Engineer Online. 1 September 2003. Available at: graduatingengineer.com/feature/09-01-03f.html

Bolman, L.G., Deal, T.E. (2008). Integrating Frame for Effective Practice. Reframing Organizations: Artistry, Choice, and Leadership, 311-326.

Hurtado, S., Alarez, C.L., Guillermo-Wann, C, Cuellar, M., & Arellano, L. (2012). A model for diverse learning environments: The scholarship on creating and assessing conditions for student success. In J.C. Smart, & M.B. Paulsen (Eds.) Higher Education: Handbook of Theory and Research, 27. New York: Springer.

Kensal, A., & Eckel, P. (2002). The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts? The Journal of Higher Education, 73(4), 435-460.
Sue, D.W. (2010). Microagressions in Everyday Life. Hoboken, New Jersey: John Wiley and Sons.

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Application Due:

Information deadline coming soon for year 14/15! and should be submitted electronically to facctr@csusm.edu