ºÝºÝߣshows by User: ericabdullateef / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: ericabdullateef / Mon, 08 Feb 2010 01:35:06 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: ericabdullateef Towards an Evaluative Model for Determining the Value of Faculty Diversity and Inclusion in Higher Education /slideshow/towards-an-evaluative-model-for-determining-the-value-of-faculty-diversity-and-inclusion-in-higher-education/3101572 haynesabdullateefdiversity-100208013518-phpapp02
This paper presentation offers a dynamic model for determining the value of diverse faculty in higher education. It rests on the assumption that the administrations of predominantly white higher education institutions continuously grapple with the dilemma of achieving racial and ethnic diversity among their faculties. The model proffered is evaluative because it could be used to evaluate existing higher education diversity programs. The model is transformative because it creates a paradigm shift from a socio-economic view of diversity to an expanded view that incorporates cultural and ecological dimensions that are rarely considered or appropriately valued when faculty-of-color are hired to diversify higher education institutions.]]>
This paper presentation offers a dynamic model for determining the value of diverse faculty in higher education. It rests on the assumption that the administrations of predominantly white higher education institutions continuously grapple with the dilemma of achieving racial and ethnic diversity among their faculties. The model proffered is evaluative because it could be used to evaluate existing higher education diversity programs. The model is transformative because it creates a paradigm shift from a socio-economic view of diversity to an expanded view that incorporates cultural and ecological dimensions that are rarely considered or appropriately valued when faculty-of-color are hired to diversify higher education institutions.]]> Mon, 08 Feb 2010 01:35:06 GMT /slideshow/towards-an-evaluative-model-for-determining-the-value-of-faculty-diversity-and-inclusion-in-higher-education/3101572 ericabdullateef@slideshare.net(ericabdullateef) Towards an Evaluative Model for Determining the Value of Faculty Diversity and Inclusion in Higher Education ericabdullateef This paper presentation offers a dynamic model for determining the value of diverse faculty in higher education. It rests on the assumption that the administrations of predominantly white higher education institutions continuously grapple with the dilemma of achieving racial and ethnic diversity among their faculties. The model proffered is evaluative because it could be used to evaluate existing higher education diversity programs. The model is transformative because it creates a paradigm shift from a socio-economic view of diversity to an expanded view that incorporates cultural and ecological dimensions that are rarely considered or appropriately valued when faculty-of-color are hired to diversify higher education institutions. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/haynesabdullateefdiversity-100208013518-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This paper presentation offers a dynamic model for determining the value of diverse faculty in higher education. It rests on the assumption that the administrations of predominantly white higher education institutions continuously grapple with the dilemma of achieving racial and ethnic diversity among their faculties. The model proffered is evaluative because it could be used to evaluate existing higher education diversity programs. The model is transformative because it creates a paradigm shift from a socio-economic view of diversity to an expanded view that incorporates cultural and ecological dimensions that are rarely considered or appropriately valued when faculty-of-color are hired to diversify higher education institutions.
Towards an Evaluative Model for Determining the Value of Faculty Diversity and Inclusion in Higher Education from Eric Abdullateef
]]> 927 6 https://cdn.slidesharecdn.com/ss_thumbnails/haynesabdullateefdiversity-100208013518-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://public.slidesharecdn.com/v2/images/profile-picture.png My north star is an unwavering belief that big paradoxes can be solved, even our most daunting threats defeated. Examining things from all sides, relying on solid evidence and weighting cases on their facts are important aspects of how I make decisions and exercise judgment. I come from an exploratory data analysis tradition. I am a positivist with people centered and appreciative ethos. I’m committed to improving the quality and timeliness of data collection for fiduciary responsibility and for organizational accountability. A humanitarian heart and a deep sense of social responsibility animate me. http://washingtonevaluators.org/