Abstract
This article examines the outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and the ability of all people to increase cultural competence. This study examined the outcomes of the model on the official curriculum, as represented by a pre-post comparison of course syllabi. Mixed methods analyses were utilized and pointed to a strong selection bias for voluntary participation in the initiative as well as enhanced knowledge, explicitness, and skill in addressing diverse topics. Implications are included for Trainers of School Psychologists well as other higher education faculty interested in enhancing the official curriculum and building inclusive campus climates.
