Capacity and Preparatory Review Report

Core Issue Three Diversity: Facilitating Meaningful Interactions
Among Members of Our Learning Community
(WASC Standards: 1, 2, 4; University Goal 3)

The Institutional Proposal states, "The University maintains that the significance of its diversity lies not only in the structural diversity but in its interactional diversity as well." Interaction among the diverse campus community is at the core of the University's mission statement (CFR 1.1, 1.2). How the campus continues "..to provide a supportive environment in which participation from all constituencies is valued equally and is seen as essential to its success." is viewed as a crucial component of University life. Discovering how the campus pursues universal human concerns and values the quest for educational self-enrichment are critical objectives (CFR 1.2).

However, the University has yet to determine the significance of its diversity in the learning community. Moreover, defining what diversity connotes at CSUDH has proven to be a challenge; the multiplicity of varied thoughts abounds among faculty and students around issues of diversity. At the heart of these discussions is a prevailing notion that because CSUDH is one of the most ethnically, linguistically, and economically diverse campuses, unintentional and unstructured opportunities for students and faculty to interact exist-and for some, this is enough. On the other side of these discussions is the notion that the campus community needs to discover the impact of this diversity-rich environment and to delve deeper to discover if an appreciation of this diversity thrives. More recent discussions have included issues focused on age, gender, and special needs populations and the need to prepare graduates to work in diverse urban settings. The result of these discussions lead to the examination of the following: Are students who attend CSUDH better equipped to function in a diverse world because of their educational experience here? Do faculty utilize the diversity in their classrooms to enhance the learning and awareness of their students? If not, what can be done to create a learning environment that fosters these experiences? Read More on page 18 of the CPR.