Cooperative learning and multicultural education

Jehangir, R. R. (2001). Cooperative learning in the multicultural classroom. In D. B. Lundell, & J. L. Higbee (Eds.), Theoretical perspectives for developmental education (pp. 91-99). Minneapolis, MN: Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota. Retrieved July 4, 2004, from: http://www.gen.umn.edu/research/crdeul/publications.htm
The author describes the role of cooperative learning in creating an inclusive, interactive classroom for fostering both developmental education and multicultural education. Key elements of cooperative learning include: value of learning, shared governance, group accountability, and student-generated construction of knowledge. All these elements permit a more open and even discussion of issues from a variety of perspectives and cultures rather than the learning setting being dominated by the course professor who may represent only one cultural perspective and often that of the dominant culture in society.

Multicultural developmental education monograph

Higbee, J. L., Lundell, D. B., & Duranczyk, I. M. (Eds.) (2003). Multiculturalism in developmental education. Minneapolis, MN: Center for Research on Developmental Education, General College, University of Minnesota. Retrieved July 4, 2004, from: http://www.gen.umn.edu/research/crdeul/publications.htm This publication is the first major monograph or book written on the topic of multicultrual developmental education.
The first three chapters of this monograph provide models for integrating multiculturalism in developmental education. The remaining chapters focus on conversations related to multiculturalism in developmental education, reported by our colleagues in the General College of the University of Minnesota. The work of these authors reflects the General College's efforts to implement its multicultural mission. The following chapters are included in this monograph: The Centrality of Multiculturalism in Developmental Education (Karen L. Miksch, Patrick L. Bruch, Jeanne L. Higbee, Rashné R. Jehangir, and Dana Britt Lundell); Walking the Talk: Using Learning-Centered Strategies to Close Performance Gaps (Donna McKusick and Irving Pressley McPhail); Creating Access Through Universal Instructional Design (Karen S. Kalivoda); Multicultural Legacies for the 21st Century: A Conversation with James A. Banks (Patrick L. Bruch, Jeanne L. Higbee, and Dana Britt Lundell); Is there a Role for Academic Achievement Tests in Multicultural Developmental Education? (Thomas Brothen and Cathrine Wambach); The Triumphs and Tribulations of a Multicultural Concerns Committee (David L. Ghere); MultiCultural Development Center (MCDC): Sharing Diversity (Ghafar A. Lakanwal and Holly Choon Hyang Pettman); Summary Report on the Third National Meeting on Future Directions in Developmental Education: Grants, Research, Diversity, and Multiculturalism (Dana Britt Lundell); Report of the Future Directions Meeting Multicultural Themes Track (Jeanne L. Higbee and Holly Choon Hyang Pettman); and appendices.

Multicultural mission of developmental education

Higbee, J. L., Bruch, P. L., Jehangir, R. R., Lundell, D. B., & Miksch, K. L. (2003). The multicultural mission of developmental education: A starting point. Research and Teaching in Developmental Education, 19(2), 47-51.
The authors describe the work of the Multicultural Awareness Project for Institutional Transformation (MAP-IT) and the development of ten guiding principles for institutions regarding changes in institutional governance, organization, and equity; faculty and staff development; student development; intergroup relations; and assessment. this work is based on Diversity within unity: Essential principles for teaching and learning in a multicultural society (Banks et al, 2001).

Importance of multiculturalism within the curriculum

Higbee, J. L. (2001). Promoting multiculturalism in developmental education. Research and Teaching in Developmental Education, 18(1), 51-57.
The author describes the importance of multiculturalism being deeply embedded within the curriculum and culture of the institution in general and developmental education in particular. This is especially true since often such programs have the most culturally diverse student populations. Examples are provided for ways for the institution and the classroom instructor to incorporate multiculturalism.

Role of multiculturalism within developmental education

Brunch, P. (2002). Toward a new conversation: Multiculturalism for developmental educators. In J. L. Higbee, D. B. Lundell, & I. M. Duranczyk (Eds.), Developmental education: Policy and practice (pp. 35-44). Auburn, GA: National Association for Developmental Education.
The author provides a review of the place of multiculturalism within developmental education and the impact, or lack thereof, that it has had. After exploring the various positions taken on multiculturalism, the author proposes a new conversation based on asymmetrical reciprocity. Following this discussion, the author makes several recommendations for transforming writing instruction to foster this model.

Effectively implementing multiculturalism within developmental education

Bruch, P. L., & Higbee, J. L. (2002). Reflections on multiculturalism in developmental education. Journal of College Reading and Learning, 33(1), 77-90.
This article reports on an effort to better understand the impact of increasing demographic diversity and calls for accountability. The authors describe the conditions needed for constructive local discussions and reforms relating to multiculturalism. The authors report how a group of developmental education professionals in a large, interdisciplinary developmental education unit understand multiculturalism. They explore the potentials and challenges involved in initiating local conversations about multiculturalism.

Impact of cultural diversity on developmental education

Boylan, H. R., Sutton, E. M., & Anderson, J. A. (2003). Diversity as a resource in developmental education. Journal of Developmental Education, 27(1), 12-14, 16-17.
This article explores the impact of cultural diversity in developmental education programs and how it is a resource for higher achievement for all students in the class. Research suggests higher intellectual development and persistence rates for students in such a classroom setting.