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dc.contributor.author Parkison, Kathy
dc.contributor.author Roden, Dianne
dc.contributor.author Sciame-Giesecke, Susan
dc.date.accessioned 2009-11-09T03:10:13Z
dc.date.available 2009-11-09T03:10:13Z
dc.date.issued 2009-09
dc.identifier.citation Sciame-Giesecke, S., Roden, D., & Parkison, K. (2009). Infusing diversity into the curriculum: What are faculty members actually doing?. Journal of Diversity in Higher Education, 2(3), 156-165. doi:10.1037/a0016042. en
dc.identifier.uri http://hdl.handle.net/2022/6463
dc.description.abstract This study was intended as an initial investigation to shed light on how faculty members are implementing multicultural course transformation in their classrooms to prepare students to live and work in a diverse world. The authors investigated faculty practice as they integrated diversity into the curriculum on a small, regional college campus by conducting a content analysis of faculty annual reports over a 5-year period. The vast majority (90%) of faculty included comments about adding diversity course content, just under half (49%) included descriptions of different teaching strategies, and a minority talked about better understanding their students (18%) or themselves (16%). This article concludes with a discussion of the findings’ implications and outlines recommendations for change. en
dc.language.iso en_US en
dc.publisher National Association of Diversity Officers in Higher Education en
dc.subject faculty practice en
dc.subject multicultural course transformation en
dc.subject multicultural integration en
dc.subject content analysis en
dc.subject curriculum en
dc.subject infusing diversity en
dc.title Infusing Diversity Into the Curriculum: What Are Faculty Members Actually Doing? en
dc.type Article en


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