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At Florida International University, we have long realized that multiculturalism is a major component of our environment. Indeed, nearly a decade ago, long before it was fashionable elsewhere, the university embraced "diversity" as a strategic management theme. As stated in "Reaching for the Top," FIU's most recent strategic plan, the university would develop programs that explore and engender an appreciation of the differences among men and women of different ages, economic backgrounds, races, ethnic groups, creeds, philosophies, cultures, preferences, as well as those with varying mental and physical abilities. At this point in the evolution of higher education, the fundamental question relating to diversity that needs to be posed is this: Can we develop teaching and learning strategies that more fully engage classroom diversity? Related questions would be: Are we taking full advantage of diversity to enhance teaching and learning through the classroom at all levels of instruction and through all disciplines? Can we generalize diversity awareness and sensitivity beyond the core curriculum and some specialized courses in the humanities and social sciences? Diversity ought to be more than a buzzword to describe who we are. As FIU develops its new 10-year plan and initiates undergraduate curriculum review through the Faculty Senate, those involved should take seriously the significant learning and teaching opportunities that the university's diversity affords. *Please refer to http://www.fiu.edu/~academy for further information. Click "resources," "books," and/or "diversity." Mark B. Rosenberg, Ph.D., is provost and executive vice president, Academic Affairs, at Florida International University. He received helpful suggestions for this article from Leora Baron, Ed.D., director of the Academy for the Art of Teaching |
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Throughout
the United States, colleges and universities are grappling with
the im plications
of rapid change. One of the most significant dimensions of change
is the emergence of diversity groups: thought, perspective, and
experience are significant dimensions that characterize diversity.
A
recent study on diversity underlines the wisdom of this approach.
Patricia Gurin, a psychology professor at the University of Michigan,
pointed out that diversity is crucially important in helping students
to become conscious learners and critical thinkers. She argues that
students learn more and think in deeper, more complex ways in a
diverse educational environment. She concludes her analysis by stating
that "students who experienced the most racial and ethnic diversity
in classroom settings and in informal interactions with peers showed
the greatest engagement in active thinking processes, growth in
intellectual engagement and motivation, and growth in intellectual
and academic skills."
FIU
has established a significant track record in the development of
co-curricular and student support activities geared to the appreciation
of diversity. But a major arena for diversity appreciation is of
course through the curriculum. Debate over curricula has been intense
during the past few decades. At FIU, faculty have chosen to address
diversity issues through the Comparative Culture dimension of the
core curriculum. The intent is to ensure that students have at least
some appreciation for international and /or diversity issues.
Given
the diversity of FIU's student body, I am concerned that we may
be missing excellent opportunities in the classroom to further extend
our students' learning. If education is about examining assumptions
and broadening perspectives, then diversity in the classroom can
be a powerful motor to enhance this process.
Weaving
diversity into the fabric of our courses and classrooms, through
content infusion and teaching and learning strategies, can enrich
significantly the learning enterprise. Yet, there are few explicit
efforts made to take advantage of this diversity. Even the Academy
for the Art of Teaching at FIU has not yet developed modules or
approaches that are being systematically discussed and diffused
throughout the academic units.*
