Michael Nayor, Ph.D., Comprehensive Studies Program | 2019-2020
The assumption that having a strong background in a narrow discipline, competency in a specific cultural demographic, or wanting to be sensitive specifically to under-represented groups, gender/orientations, and abilities, equates to “being” so, is a challenging concern for Higher Education, specifically as the need for interdisciplinary problem-solving, engaging differentiated learning (intelligence/cultural assets), and rate of globalization escalates the demand of competency. That universities and K-12/primary/secondary education institutions may not be adequately training cultural competency, is illustrated by a global reversion to antiquated constructs, separatist thinking, and an influx of fear and defensiveness, threatening equity and inclusion and planetary security & sustainability. The process of educating cultural competency (DEI process-based education), requires that each diversity demographic be empowered to self-determine standards of competency, and provide the tools and standards for increasing literacy or sustainable proficiency (service to each demographic).
This grant will facilitate the development of a learning community that will identify key cultural/ability and identity demographics, certify cultural expertise, generate a competency assessment tool, create and sustain the building of an OnLine tool-bank (journal/readings and media) and provide a resource for competency building and certification/rewards (for students and faculty/staff) – first within CSP/LS&A, then for UofM, and then accessibly internationally. It will also provide models and opportunities for instructors to develop DEI project learning for student publication/learning beyond the classroom. This is a four year initiative: years 1-3 is building a learning community and competency assessment/literacy tool. Year 4 – will be migration of content to an internationally accessible OnLine website.