U.S. Diversity

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U.S. Diversity Global LearningMeeting at the
Intersections

• Harvey Charles,
• Kevin Hovland, and Caryn McTighe
  Musil
• AACU DLIE Network Conference
• Houston, Texas October 21, 2010

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Workshop Schedule

• 200-215 Welcome and Introductions
• 215-225 Framing the Workshop
• 225-300 Intersecting Learning Goals ?
• 300-330 Spaces for Strategic Collaborations
• 330-345 Break
• 345-420 Case Study Lessons from a Campus
• 420-445 Sharing Strategies
• 445-500 Closing Comments

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Participant Introductions

• Name, Institution, and one burning question that
  you would like to see addressed during the
  workshop . . . all in thirty seconds

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Diversity and Global/International

• Why the Fracas?
• . . .and things to remember in the middle
  of it

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Sources of Tension

• Different histories
• Different languages
• Different structural locations
• Different personnel
• Different missions
• Different resources and different sources of
  authority and respect

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Five axioms

• 1. There is good reason to be wary.
• 2. You have more capacity to transform your
  institution working collaboratively than singly.
• 3. You can learn a lot from one another.
• 4. Students need the knowledge, practices, and
  perspectives from both fields.
• 5. Human beings share a single planet our
  fates are intertwined.

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Trends in Institutional Approaches to Diversity

• From Access and Success to Wide-Ranging Campus
  Innovations in Multiple Locations
• From Single, Isolated Programs to More
  Comprehensive Institutional Approaches
• From Fixing New Students to Recasting
  Institutional Missions
• From Single to Multiple and Intersecting
  Differences

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More Diversity Trends

• Race as More than Black and With and Diversity as
  More than Race
• Diversity within and across U.S. Borders
• Diversity as a Catalyst for Institutional
  Improvement
• Diversity as a Means to Achieve Academic
  Excellence and Democratic Dispositions

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Global Studies has Evolved Too

• From Assuming Discrete, Independent Nation States
  to Integrated Global Systems
• From Only Europe to More of the Globe
• From Us and Them to We
• From Over There To Everywhere

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More Global/International Trends

• From One Non-Western Course in General Education
  to Addressing Global Issues in Multiple Classes
• From Visiting a Place to Being Part of a Place
  and a Perspective
• From Former Colonizers Telling the Story to Voice
  of the Subaltern Narrating Their Own Histories

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Spaces in the Intersections

• Comparative Perspectives on Cultural Diversity
  and Identity
• Expanded Definitions of Diversity
• America and the World
• Diasporas, Migrations, and Immigration

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More Spaces in the Intersections

• Quests for Recognition and Community
• Social hierarchies, Power, Privilege, and
  Discrimination
• Global frameworks and common issues
• Service Learning and Community-based Research in
  local and global contexts

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Defining Learning Goals/Outcomes

• What should students know and be capable of and
  disposed to doing in their work and civic lives?
• Knowledge
• select four primary ones
• Skills
• select four primary ones
• Dispositions/Values
• select four primary ones

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Strategies to Match Learning Spaces with Desired
Learning Outcomes

• Working in small roundtable groups, share
  strategies that can be employed in the arenas
  where collaboration at the intersections of
  diversity and global campus work is already
  underway or could become a new site for enhancing
  teaching and learning?

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A Case Study Lessons from a Campus

• Harvey Charles, Northern Arizona University
• (see his separate power points)

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Closing Comments
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At the Intersections Shared Educational
Commitments

• Principles of Excellence
• Teach the Arts of Inquiry and Innovation
• Engage the Big Questions
• Connect Knowledge with Choices and Actions
• Foster Civic, Intercultural, and Ethical Learning
• Assess Students Ability to Apply Learning to
  Complex Problems

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How Might You Form Multicultural Alliances With
One Another?

• Deepen your collective knowledge about each
  others work
• Explore cross cutting topics relevant to both
  arenas
• Explore the struggles for justice in and outside
  of U.S. borders
• Examine research that reveals relation of these
  areas to student learning

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AACUs Common Learning Goals Across Both Global
and Diversity Learning

• To develop the knowledge and commitment to be
  socially responsible citizens in a diverse
  democracy and interconnected but unequal world,
  students will need to
• Gain a deep, comparative knowledge of the worlds
  peoples and problems
• Explore the historical legacies that have created
  the dynamics and tensions of their world
• Develop intercultural competencies to move across
  boundaries and unfamiliar territory and see the
  world from multiple perspectives

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Global and Diversity Learning, 2

• Sustain difficult conversations in the face of
  highly emotional and perhaps uncongenial
  differences
• Understandand perhaps redefinedemocratic
  principles and practices with an intercultural
  and global context
• Gain opportunities to engage in practical work
  with fundamental issues that affect communities
  not yet well served by their societies
• Believe that ones actions and ideas matter and
  can influence the world they live in.

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• Diversity is about everyone. Global is about
  everywhere.
• Kevin Hovland, AACU
• Otis is training us to use the skills they have
  taught us to solve the worlds problems. We work
  together and learn from each other, because we
  cant save the world on our own.
• An Otis College of Art and Design Student

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To learn more about AACU and its resources,
visit www.aacu.org and www.diversityweb.org where
you can find the tri-quarterly, Diversity
Democracy Civic Learning for Shared FuturesTo
reach any of us, email hovland_at_aacu.org musil_at_a
acu.org harvey.charles_at_nau.edu