Educational Effectiveness Report
Core Issue Three Diversity: Facilitating Meaningful Interactions
Among Members of Our Learning Community
(WASC Standards: 1, 2, 4; University Goal 3)
The University's position that the significance of its diversity lies not only in the structural diversity but in its interactional diversity underpins the continued investigation of the researchable question and expected outcomes for Core Issue 3. Integral to this investigation is the fundamental premise that the campus continues to provide a supportive, diversity-rich environment in which participation from all constituencies is equally valued and essential to its success. This component of the University's mission sustains the interaction among the diverse campus community and supports efforts that demonstrate how the campus pursues universal human concerns and values the quest for educational self-enrichment (University's Strategic Plan Goal 3, CFR 1.1, 1.2, 1.5, 4.1, 4.2).
In the CPR it was noted that defining what interactional diversity
connotes at CSUDH has proven challenging due to the multiple views
among the diverse campus population (CSUDH Office of Institutional
Research, Assessment, and Planning IRAP Quick Facts, student demographics,
and faculty demographics). Continued discussions and an examination
of program outcomes, research projects findings, and archival material
support the existence of unintentional and unstructured opportunities
for students and faculty to interact that lead to intentional and
structured activities/events that provide arenas for documenting the
impact of this interaction. This notion is bolstered by research findings
indicating that opportunities for students, faculty, and staff to
engage in deep discussions and activities that promote awareness and
understanding of differences enriches students' educational experiences
on multiple levels (Banks, 1997). Further refinement of this documentation
will assist the campus in developing a comprehensive vision of diversity
that includes age, gender, race, ethnicity, culture, language, religion,
sexual orientation, and disability. 
Read More on page 26 of the EER.