|1.||Consciously seek out faculty, staff, and students of various cultural and racial groups.|
|2.||Fight to include members of this wider assortment of perspectives and worldviews in the decision-making processes and power levels in our institutions.|
|3.||Recognize, respect, and demonstrate that we value diversity.|
|4.||Encourage others, at all levels, to do the same.|
|1.||Continuously monitor the curriculum for the infusion of information on the experiences and perspectives of ALANAs and women.|
|2.||Seek out and share with faculty the wealth of information that is available on programs that have successfully engaged in curricular transformation.|
|3.||Provide opportunities for faculty, especially faculty development seminars, to learn about cultures other than their own; this knowledge can be then incorporated into the curriculum.|
|4.||Provide incentives to faculty for curricula innovations pertaining to diversity and multiculturalism.|
|1.||Establish contacts at both junior high schools and high schools with significant numbers of ALANA student enrollment.|
|2.||Develop articulation agreements with local community colleges that generally have a large porportion of ALANA students.|
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Book title: Leadership in Times of Change:A Handbook for Communication and Media Administrators. Contributors: William G. Christ - Editor. Publisher: Lawrence Erlbaum Associates. Place of publication: Mahwah, NJ. Publication year: 1999. Page number: 334.
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