Amy Lee

Rhiannon Williams

Robert Poch

Marta Shaw

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 EducationReport, a bi-monthly journal published by Jossey-Bass.

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