Developing and Supporting Multiculturalism and Leadership Development by Sengupta Enakshi;Blessinger Patrick;Makhanya Mandla;

Author:Sengupta, Enakshi;Blessinger, Patrick;Makhanya, Mandla;
Language: eng
Format: epub
Publisher: Emerald Publishing Limited
Published: 2020-07-29T00:00:00+00:00

Fig. 1. BACEIS Model of Improving Thinking (Hartman & Sternberg, 1993).

The rest of the chapter demonstrates how principles of holistic, learner-centered instruction have been applied to faculty development in a diverse, urban, higher education setting. Included are strategies for planning, implementing and evaluating a variety of faculty development activities, both across the curriculum and subject specific.

FACULTY DEVELOPMENT

The faculty development described here provides a case study of how to utilize the referenced conceptual frameworks to model for faculty and help them learn to teach holistically and humanistically, using a learner-centered approach. The articulation between the frameworks and faculty development principles can be summarized as: (1) Holistic: Attend to the whole person including cognition, attitudes, motivation, culture and social relationships. (2) Adult learners: Elicit and build on prior knowledge and experience and apply what is learned to faculty’s own teaching and their students’ learning in classrooms and beyond. (3) Learner-centered: Enhance self-directed learning – engage faculty in self-evaluation and plans to improve performance, including using a variety of active and meaningful learning, strategies and giving learners choices. (4) Humanized environment: foster pro-social behavior, engage in cooperative and culturally responsive teaching and model respect for faculty’s beliefs values and experiences, demonstrating how to do it with their students.

Faculty development was across both the curriculum and subject specific. Activities included series of workshops for faculty college wide; a one-day annual seminar for faculty teaching new students; a year-long City University of New York-wide seminar for diverse faculty and administrators; workshops on assessment while the College was undergoing accreditation review, a summer seminar for engineering faculty; and a nine-year curriculum development collaboration with biology faculty, described elsewhere (Hartman, 2001b). Funding for faculty development was provided by federal and private foundation grants and the college’s budget.

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