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ERIC Number: ED350280
Record Type: RIE
Publication Date: 1992-Jun
Pages: 9
Abstractor: N/A
Reference Count: N/A
Involving Liberal Arts Faculty in Diversity.
Hensel, Nancy
This paper describes the struggle of the University of Redlands (California), a comprehensive liberal arts institution, to come to terms with the diversity represented in its three distinct educational approaches. Each approach attracts faculty with a particular perspective about higher education, and often, these perspectives are in conflict. The paper discusses strategies employed at the university to examine diversity in educational approaches, expand perspectives, and develop a unity of purpose with a diversity of paths. Focus was on four major goals: (1) developing cooperation among faculty with very different views of the institutional mission; (2) encouraging discussion and critical examination of diversity issues to minimize confrontation and maximize respect and understanding; (3) confronting racist and sexist behavior as manifested in the classroom and other areas of campus life; and (4) using scholarly disciplines to study diversity from different perspectives and develop solutions to campus issues. A curricular development project and a project to develop a multicultural perspective involving the larger community, both funded by foundation grants, are described; it is shown that project activities helped faculty to see in direct and personal ways, the importance of diversity issues in their own disciplines, to develop positive ways of confronting racist and sexist behavior on campus, and to perceive that curriculum problems are not simply intellectual concerns but are problems which the community experiences on a daily basis. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Diversity (Institutional); University of Redlands CA
Note: Paper presented at the Annual Meeting of the Association of Liberal Arts Colleges for Teacher Education (Louisville, KY, June 6, 1992).