College classrooms are hopeful spaces where segregation can be interrupted and intercultural learning can occur. This issue supports the claim that engaging diversity in classrooms has a significant impact on the development of students’ intercultural competence. It states why intercultural skills matter, what they look like in practice, and how they can be developed by instructors regardless of the courses they teach. This issue:
- Establishes a contemporary understanding of diversity as a core institutional priority and resource
- Proposes a framework of engaging diversity for intercultural competence development
- Presents key theories of intercultural competency development helpful to faculty that supports discipline-based and intercultural learning outcomes
- Presents research regarding the core skills, attitudes, and behaviors that are requisite to effective and ethical intercultural interactions
- Shows how faculty can engage diversity for intercultural outcomes in their classrooms.
This is volume 38, number 2 of the ASHE Higher Education Report, a bi-monthly journal published by Jossey-Bass.
| Executive Summary |
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vii | |
| Foreword |
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xi | |
| Acknowledgments |
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xv | |
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The Need for Intercultural Competency Development in Classrooms |
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1 | (22) |
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The Call for Intercultural Skills |
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2 | (2) |
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Engaging Diversity for Intercultural Outcomes |
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4 | (4) |
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The Promise and Challenge of Diverse Classrooms |
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8 | (1) |
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9 | (2) |
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11 | (4) |
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Tensions and Misconceptions |
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15 | (2) |
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The Challenge of and Need for Integration |
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17 | (1) |
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Student Voices: Reflections on Engaging Diversity in Different Disciplines |
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18 | (1) |
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19 | (4) |
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Understanding Intercultural Competence and Its Development |
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23 | (22) |
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Importance of Foundational Knowledge |
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23 | (1) |
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Core Premises of Intercultural Competence |
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24 | (2) |
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Building Blocks of Intercultural Competence |
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26 | (1) |
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The Process of Intercultural Development |
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27 | (12) |
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Outcomes of Intercultural Competence Development |
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39 | (4) |
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43 | (2) |
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Developing a Pedagogy That Supports Intercultural Competence |
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45 | (20) |
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46 | (1) |
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47 | (2) |
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The Challenge of Intercultural Pedagogy |
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49 | (4) |
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An Integrated Framework for Intercultural Learning |
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53 | (2) |
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Intercultural Pedagogical Principles |
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55 | (4) |
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Developing Intercultural Pedagogy---A Continuous Process That Happens Over Time |
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59 | (1) |
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Classrooms as Privileged Spaces |
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60 | (3) |
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63 | (2) |
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Engaging Diversity Through Course Design and Preparation |
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65 | (18) |
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Incorporating Intercultural Pedagogical Principles into Course Design |
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66 | (16) |
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82 | (1) |
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Practicing a Pedagogy That Engages Diversity |
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83 | (20) |
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Applying Intercultural Pedagogical Principles to Classroom Facilitation |
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84 | (16) |
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100 | (3) |
| Summary: Conclusions and Recommendations |
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103 | (4) |
| Notes |
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107 | (2) |
| References |
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109 | (12) |
| Name Index |
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121 | (4) |
| Subject Index |
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125 | (6) |
| About the Authors |
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131 | |
Amy Lee is a faculty member in the Department of Postsecondary Teaching and Learning at the University of Minnesota.
Robert Poch is a Senior Fellow in the Department of Postsecondary Teaching and Learning at the University of Minnesota.
Marta Shaw is a PhD candidate in comparative and international development education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota.
Rhiannon D. Williams is the Director of Assessment for the First-Year Experience program in the Department of Postsecondary Teaching and Learning at the University of Minnesota.
