Abstract
The increasing calls for diversity research signal a need to explore strategies through which we attempt to interact with and respond to diversity intentionally in courses and curricula. This case study of a first-year inquiry course in a college of education fills a gap in the literature by documenting and analyzing instances of educators actively working with multiple dimensions of diversity in the classroom so as to support students' development of diversity-related competencies. The guiding research question for this study was to explore what curricular and/or pedagogical activities students in a first-year experience course identified as facilitating their engagement with diversity in an intentional, purposeful manner.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 199-213 |
| Number of pages | 15 |
| Journal | Innovative Higher Education |
| Volume | 37 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jun 2012 |
Keywords
- Diversity
- Higher education classrooms
- Pedagogy