Amy Lee & Robert Poch 
Engaging Diversity in Undergraduate Classrooms 
A Pedagogy for Developing Intercultural Competence: ASHE Higher Education Report, Volume 38, Number 2

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 Education Report, a bi-monthly journal published by Jossey-Bass.

Daftar Isi

Executive Summary vii

Foreword xi

Acknowledgments xv

The Need for Intercultural Competency Development in Classrooms1

The Call for Intercultural Skills 2

Engaging Diversity for Intercultural Outcomes 4

The Promise and Challenge of Diverse Classrooms 8

Goals of the Monograph 9

Lessons of the Past 11

Tensions and Misconceptions 15

The Challenge of and Need for Integration 17

Student Voices: Reflections on Engaging Diversity in Different Disciplines 18

Next Steps 19

Understanding Intercultural Competence and Its Development23

Importance of Foundational Knowledge 23

Core Premises of Intercultural Competence 24

Building Blocks of Intercultural Competence 26

The Process of Intercultural Development 27

Outcomes of Intercultural Competence Development 39

Conclusion 43

Developing a Pedagogy That Supports Intercultural Competence45

Institutional Context 46

Beyond Content and Content-Based Pedagogy 47

The Challenge of Intercultural Pedagogy 49

An Integrated Framework for Intercultural Learning 53

Intercultural Pedagogical Principles 55

Developing Intercultural Pedagogy–A Continuous Process That Happens Over Time 59

Classrooms as Privileged Spaces 60

Conclusion 63

Engaging Diversity Through Course Design and Preparation 65

Incorporating Intercultural Pedagogical Principles into Course Design 66

Conclusion 82

Practicing a Pedagogy That Engages Diversity 83

Applying Intercultural Pedagogical Principles to Classroom Facilitation 84

Conclusion 100

Summary: Conclusions and Recommendations 103

Notes 107

References 109

Name Index 121

Subject Index 125

About the Authors 131

Tentang Penulis

Amy Lee is a faculty member in the Department of Postsecondary Teaching and Learning at the University of Minnesota.

Robert Poch is a Senior Fellow in the Department of Postsecondary Teaching and Learning at the University of Minnesota.

Marta Shaw is a Ph D candidate in comparative and international development education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota.

Rhiannon D. Williams is the Director of Assessment for the First-Year Experience program in the Department of Postsecondary Teaching and Learning at the University of Minnesota.