Today our students face a world that is highly complex and culturally diverse. As educators we are expected to acquire expertise in transmitting curriculum and structuring the classroom for optimal learning (Moule 2013). Culturally intelligent curriculum provides our students with the analytic tools to deal with ambiguity and conflict and the ability to think critically in wide variety of communicative contexts. 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, Moule 2013). 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). Multiculturally relevant content and pedagogical practices in the arts, business, education, STEM, 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.
The learning community meets every three weeks for 2 hours in the Fall and Spring Semesters.
Faculty will be awarded $500 for professional development or as a stipend. The money will be awarded at the end of the school year.