Engaging Diversity in Undergraduate Classrooms

College classrooms are hopeful spaces where segregation can beinterrupted and intercultural learning can occur. This issuesupports the claim that engaging diversity in classrooms has asignificant impact on the development of students'intercultural competence. It states why intercultural skillsmatter, what they look like in practice, and how they can bedeveloped by instructors regardless of the courses they teach. Thisissue:* Establishes a contemporary understanding of diversity as a coreinstitutional priority and resource* Proposes a framework of engaging diversity for interculturalcompetence development* Presents key theories of intercultural competency developmenthelpful to faculty that supports discipline-based and interculturallearning outcomes* Presents research regarding the core skills, attitudes, andbehaviors that are requisite to effective and ethical interculturalinteractions* Shows how faculty can engage diversity for interculturaloutcomes in their classrooms.This is volume 38, number 2 of the ASHE Higher EducationReport, a bi-monthly journal published by Jossey-Bass.

Executive Summary viiForeword xiAcknowledgments xvThe Need for Intercultural Competency Development in Classrooms1The Call for Intercultural Skills 2Engaging Diversity for Intercultural Outcomes 4The Promise and Challenge of Diverse Classrooms 8Goals of the Monograph 9Lessons of the Past 11Tensions and Misconceptions 15The Challenge of and Need for Integration 17Student Voices: Reflections on Engaging Diversity in DifferentDisciplines 18Next Steps 19Understanding Intercultural Competence and Its Development23Importance of Foundational Knowledge 23Core Premises of Intercultural Competence 24Building Blocks of Intercultural Competence 26The Process of Intercultural Development 27Outcomes of Intercultural Competence Development 39Conclusion 43Developing a Pedagogy That Supports Intercultural Competence45Institutional Context 46Beyond Content and Content-Based Pedagogy 47The Challenge of Intercultural Pedagogy 49An Integrated Framework for Intercultural Learning 53Intercultural Pedagogical Principles 55Developing Intercultural Pedagogy--A Continuous ProcessThat Happens Over Time 59Classrooms as Privileged Spaces 60Conclusion 63Engaging Diversity Through Course Design and Preparation 65Incorporating Intercultural Pedagogical Principles into CourseDesign 66Conclusion 82Practicing a Pedagogy That Engages Diversity 83Applying Intercultural Pedagogical Principles to ClassroomFacilitation 84Conclusion 100Summary: Conclusions and Recommendations 103Notes 107References 109Name Index 121Subject Index 125About the Authors 131