Presenter Abstracts

The Culturally Proficient School
Franklin CampbellJones, CampbellJones and Associates

This plenary session will motivate participants to actively investigate the four tools of cultural proficiency and apply one of the tools to their work environment. The linguistic domain as an element for fostering change will be highlighted and applied. The following resources are suggested readings for further engagement with this topic: The Culturally Proficient School: An Implementation Guide for School Leaders (Corwin, 2013) and The Cultural Proficiency Journey: Moving Beyond Ethical Barriers Toward Profound School Change (Corwin, 2010).

Addressing Sexual Abuse and Domestic Violence in the African American Community through Psychology-Church Collaboration
Renata Nero and Rev. Connie Jackson, Houston Baptist University

Professional collaboration to address sexual abuse and domestic violence within the African American community was undertaken by an ordained minister and a clinical psychologist. Through the bimonthly women’s Bible study “Sex Crimes in the Bible,” the powerlessness women experience in a male-dominated/patriarchal society was explored in depth. The psychologist served as a consultant to the minister in addressing sensitive issues and provided psychoeducation for the participants. This workshop will discuss the implementation of the psychology-collaboration model developed by McMinn and Dominguez (2005) and the measurement of the effectiveness of the Bible study.

Talk it Up for ELs: Increasing English Learners’ Engagement in Academic Speaking
Jane Wilson, Chloe Fang, Jenice Rollins, and Destinee Valadez, Westmont College

In light of the challenges of creating meaningful linguistic opportunities to increase oral proficiency in English learners (ELs), classroom teachers are charged with two goals: 1) ensure that ELs acquire full proficiency in English rapidly, and 2) ensure that ELs achieve the same rigorous grade-level academic standards expected of all students. To obtain a deeper look at issues facing ELs, a research study was conducted to explore how often and when ELs engage in academic speaking. Results show that ELs speak most often when working with a partner, less often in a small group, and significantly less in a whole-class setting. This presentation will discuss essential implications for elementary educators for meeting the needs of ELs.

Cesar Chavez: Harvesting Lessons on Racial Identity
Sheila Rodriguez, Messiah College

The recent film Cesar Chavez (2014) tells the story of the formation of the United Farm Workers Union, the 1960s grape boycotts, and Mexican American farm workers’ struggle for better wages and treatment. The cinematic account highlights Chavez’s quiet leadership and use of nonviolent tactics. This presentation will explore how educators can incorporate this film into classroom curriculum in a meaningful way by asking the following questions: What lessons on race can be gleaned from this film? How has Mexican American identity been constructed in the U.S.? How did Chavez’s movement rewrite racial scripts? And what role does faith play in studying this struggle for justice?

Theatricality, Spiritual Formation, and Community Building: A Template for Living in a Diverse World
Jeff Tirrell, Claremont School of Theology

Live theater can provide great entertainment; however, this is not the primary focus of theater. Theater allows us to discover and examine truth beyond the standard means of scientific inquiry, to learn through the process of mimesis, to experience presence in a tangible atmosphere, to create a sacred space, and to practice life through the trial-and-error rehearsal process. These components, in turn, provide a framework for the daily-lived experience. This session will unpack these processes and is recommended for educators interested in faith integration in the arts who have a passion for the diversity present in Southern California: intercultural, intergenerational, and interreligious.

Differences in Biblical Views on Human Nature and Social Justice between Clinical and Community Concentration MSW Students
Shaynah Neshama Bannister, Azusa Pacific University

This research presentation compares community and clinical concentration MSW students’ worldviews on human nature and social justice. It examines whether the applied faith integration curriculum contributes to the formation of balanced biblical views on these two concepts through a 30-item questionnaire. The final results from the 2014 survey and resultant study will be first reported at this presentation.

Students’ Perceptions of Jesus’ Personality
Susan Howell and Cameron Schatt, Campbellsville University

Research on college students’ perceptions of Jesus’ personality, along with whether those perceptions were based on their personality types, shows a positive correlation of these perceptions. One’s personality traits can influence the assumptions they make about Jesus and how those assumptions can unwittingly seep into teaching, research, and leadership. This presentation will highlight ways of mediating this bias and the research needed to build on this awareness.

Leaning into Diversity
Mark Stanton, Azusa Pacific University

A universitywide commitment to diversity presents many opportunities and challenges for faculty and administrators. Christian higher education is in a unique position to lean into diversity in a manner that reflects our Christian faith and values. This presentation will consider the importance of a core commitment to diversity across the spectrum of issues in the academy, as well as examples of ideas, challenges, and initiatives engaged at Azusa Pacific University.

When Do I Shut it Down? Discerning What to Do with Difficult Dialogues and Dynamics in the Classroom
Stephanie Fenwick and Sarah Visser, Azusa Pacific University

Research shows that students disengage from the learning process when faculty members are unable to skillfully navigate difficult dynamics in the classroom. It can be difficult to know what to do in the classroom or other parts of the academic learning community when dynamics shift around difference (race, class, gender, spiritual beliefs, etc.). Utilizing works from key researchers in the field of diversity, this workshop will explore a four-part framework designed to give practical strategies for addressing challenging dynamics, including the importance of tying individual experience to larger, inequitable social systems. This workshop is designed for faculty, staff, students, administrators, and others interested in enlarging capacity for engaging difference in higher education settings.

The Effects and Implications of Bullying in Schools across America
Ie May Lim Freeman, Ivy Yee-Sakamoto, and Heekap Lee, Azusa Pacific University

School bullying and cyberbullying statistics from the U.S. Department of Justice show that one out of every four children or youths will be abused by a peer. This workshop will focus on the various types of bullying, characteristics of bullies and their victims, and meaningful strategies to prevent bullying in public and private schools. Moral dimensions of interventions will also incorporate the benefits to educators, counselors, administrators, or health care providers in an educational setting.

Materialist or Ethicist? Exploring the Complexities Behind Design Costs
Beth Marie Miller, Seattle Pacific University

Interior design students are highly motivated to be an integral part of the solution to many of our world’s problems in the built environment, but are confronted with the financial burden of responsible design. Often they become discouraged, sometimes influenced by the ideology that seemingly requires all design solutions to be cheap in order to be ethical. On the other hand, students question the responsible design with the more complex ethical dilemma of a market-driven economy and its interplay with the obligation to design and build responsible, enlivening, morally sound practice. This presentation will clarify the issues surrounding this quandary and study the relationships between position, cost, and potential rewards of society.

John, Prisoner of Patmos, and Mass Incarceration
Don Thorsen, Azusa Pacific University

Although the book of Revelation touches upon a variety of Christian themes—past, present, and future—it castigates the kinds of injustice in the world that undeservedly imprison people for political and sociocultural reasons, rather than for justifiable reasons of criminality. Revelation champions the overcoming of injustice, emphasizing the work of God as well as Christians and churches in promoting God’s righteous reign. This presentation will begin by talking about the context of the book of Revelation and relate the context to God’s role in implementing the revelation to John and our role as individual Christians and as corporate churches in promoting in this day and age the righteous reign of God.

Rewriting the Biblical Psalms: Ernesto Cardenal’s Salmos and the Ethics of Imprecation
Robert Baah, Seattle Pacific University

Ernesto Cardenal’s imprecatory psalms raise serious ethical issues. Asking and answering the initial questions as well as the alternative ones yields options for understanding these psalms: Are the imprecatory psalms the result of the poet’s frustration with social evils that seem to have no solution in sight? Alternatively, do they constitute a sincere desire on the part of the poet to see the purveyors of evil harmed in one way or the other? Are the psalms meant to incite the oppressed against their oppressors? Alternatively, are they intended only to draw attention to the social sins that plague the community of persons in which the poet lives? This presentation will examine some helpful ways to understand this type of psalm.

Culturally Responsive Teaching: What Faculty Can Learn from Students of Color
Debra Espinor and Rebecca Hernandez, George Fox University

In response to a biblical call for justice, the George Fox University academic affairs office established a faculty professional development day led by students of color and ally faculty. This presentation shares the journey and the challenges encountered as it was recognized that culturally responsive teaching could counteract privilege and marginalization in the classroom. This interactive workshop will review the process of constructing this type of training with students as the focus and the teachers of the content by sharing the research data and exploring these with the audience. As participants, expect to compare campus experiences and be challenged to engage in similar conversations on campuses in new ways that include external stakeholders and communities of practice.

Why and How to Diversify Senior-Level Leadership: Transferable Insights from the Experiences of Women
Karen Longman, Azusa Pacific University

A growing body of literature affirms the importance of bringing diverse perspectives to the senior-level leadership table. Despite this widely recognized fact, the underrepresentation of women and persons of color in senior leadership across most sectors of U.S. society continues. Although this session will focus primarily on the experiences of women in terms of internal and external deterrents to seeking and/or advancing into leadership, transferable lessons to other underrepresented groups will be discussed. Particularly noteworthy is the concern articulated by Kellerman and Rhode (2014) that the “pipeline strategy” represents a male-normed (dominant culture) perspective regarding what motivates individuals to consider and move into leadership. This session will examine “what works” to overcome the “stained glass ceiling” by enhancing leadership self-efficacy, particularly within Christian subcultures that often limit their potential and opportunities.

Multiculturalism: A Shalom Motif for the Christian Community
Chinaka DomNwachukwu and Heekap Lee, Azusa Pacific University

This session will attempt to engage the Christian community in the ongoing discussion of cultural diversity and its implications for the Church based on the presenters’ recent book. It will include a discussion of contemporary Christian worldviews, facts and fallacies, and the biblical basis for a meaningful engagement with multiculturalism in Christian communities. This interactive workshop will include the participants in difficult conversations about race, gender, diversity, and Christian responses to these issues.

Who Am I? Where Am I Going? How Do I Get There?
Sue Burdett Robinson, Hardin-Simmons University

Retention is a major issue at all universities and colleges. This workshop will explore what educators, administrators, and staff can do to alleviate this problem. It is imperative that each student be understood and appreciated as being much more than a high school ranking, an ACT or SAT score, a GPA, or a declared major. Every student entering college has been impacted by his/her quality world (home environment, personal challenges, financial struggles, etc.). When compounded with the demands and expectations of college life, these factors can potentially lead to a negative or failed college experience. This workshop will address how educators, administrators, and staff can advocate for these students, foster a successful college experience, and promote retention.

Inspiring Academic Success in Postsecondary Students Who Have Dyslexia
Gregory Richardson, Azusa Pacific University

This workshop is intended to enlighten attendees on the primary dyslexic traits that hinder postsecondary academic success. In addition, the workshop will provide teaching and learning strategies that assist students with learning disabilities in attaining academic success. Workshop attendees will participate in exercises that help ascertain the existence of learning difficulties in providing learned strategies that help all students, particularly those who possess dyslexic characteristics, succeed academically.

Mission to Make Global Christian Leaders: Do Students Value Their Christian Education?
Daniel Park, Azusa Pacific University

Many members of the Council for Christian Colleges and Universities (CCCU) have similar mission statements: to make or help Christians become leaders who will impact the world. However, considering the highly competitive education market, it has been a challenge for these universities to achieve their missions in their practices of student recruitment, retention, and training. This paper will discuss whether students value the Christian education from a CCCU University, focusing on the diverse reasons for choosing a Christian school for graduate education. While this paper is based on a CCCU school, the results will help Christian educators think deeply on better equipping students for global leadership.

A Christian Value? Faculty Diversity at Southern Evangelical Campuses
Marquita Smith, John Brown University

A qualitative study to explore institutional efforts to increase faculty diversity at three Southern Christian universities and to examine how these efforts relate to institutional missions was recently conducted. This presentation will offer descriptions of what promotes or curtails diverse faculty, as well as highlight recruitment and retention efforts at these institutions. Additionally, the paper will offer insight on what tenets of faith may be shaping the diversity conversation on these respective campuses.

Renewing Civil Discourse: College Students and Productive Conversations in the Public Square
Glenn E. Sanders, Oklahoma Baptist University

“Finding Civil Discourse,” a seminar offered in fall 2014, introduced a dozen students to significant Christian spiritual practices in addition to the western virtue and civil society traditions. These students were then asked how best to apply these ideas to create productive public conversations. Students also visited with civil discourse practitioners about real-life public exchanges in various contexts. Students’ journals, papers, and public presentations encouraged reflection on the qualities necessary to promote civil public conversations. These assignments demonstrate a deep learning about healthy civil discourse, its means, and ends with personal qualities undergirding it. This presentation will highlight the seminar students’ new appreciations for civil discourse, their new understandings about their roles therein, and imaginations of using these tools.

Bivocationalism and Diversity of Labor
Austin Johnson, Fuller Graduate School of Psychology

Vocation is presented as a synthesis between the dual demands of social value and social meaning. Social value is a symbol system mediated by money, while social meaning has a broader semantic range, encompassing such phenomena as functional systems (e.g., training and internship practices), aesthetic practices (e.g., art and other nonstructural/poststructural activities), and other noneconomic cultural practices (e.g., religion and other liberal arts). Bivocational workers satisfy these two demands in ways that yield a unique psychological and social reality. It is important that psychologists have a working theoretical model of how such manifestations of vocational diversity affect individuals and their sociocultural habitats. This poster session will present a theoretical framework for looking at bivocationalism as an aspect of diversity of labor.

International Refreshing through Diverse Music: African-American-Style Gospel Choirs in Beijing, China
Kimasi Browne, Azusa Pacific University

In this talk, Browne will share from his experiences in 2008 as a People’s Republic of China certified foreign expert in culture and education and as a visiting professor and ethnomusicologist in the musicology and music education departments at Beijing’s Central Conservatory of Music, China’s premier music training institution. While there, Browne established China’s first university-based Gospel choir, and taught a theoretical survey course titled American Popular Culture: Soul Music and a graduate seminar in Gospel piano accompaniment. As a specialist in Gospel music, he trained four choirs how to understand and perform—in English—African-American-style Gospel choral music. Culminating this work, he conducted two concerts including all four choirs. He was also invited to give a master class to the world-famous China Children’s Choir, and after was invited to give lectures on soul music and transculturalarity to the China Conservatory of Music and the Music Conservatory at Tianjin University in Tianjin, China.

Renewal Through Return: Robert Webber’s Contributions to Theology and Communication
Shannon Bates, Hope International University

Webber’s use of “narrative paradigm theory” challenges Christians to examine how worship renewal edifies the church in terms of theology, church unity, and discipleship. He sought to convince Christians of all stripes that an accurate understanding of worship and its practice, as well as a genuine understanding of an incarnational spirituality, are fundamental correctives to a faith that has become bitterly divided and overintellectualized. This presentation will explore how Webber employed ancient church methods of evangelism and discipleship to reach contemporary diverse audiences without compromising the integrity of these practices.

Everyone Has a Story: Using the ‘Race Card Project’ to Prepare Students for Intercultural Competencies
Trisha Posey and Marquita Smith, John Brown University

In order to have productive discussions about race in the context of college classes, university students must have opportunities to engage with persons who have been affected by institutionalized racism. The Race Card Project, one such way to create an atmosphere in which such engagement is possible, encourages participants to present their experiences, questions, hopes, dreams, laments, or observations about race and identity in six words. Students who participated in the project demonstrated an increased awareness of race as an ongoing issue in the United States, made observations about barriers to active discussions about race, and identified best practices for fostering healthy discussions about race in the United States. This presentation will outline the effectiveness of using the Race Card Project in a U.S. History class to help majority students empathize with students of minority ethnic and racial backgrounds.

The Divergent Generation: Will You Be Left Factionless?
Wendi Dykes, Jillian Gilbert, Gary Lemaster, Michael Whyte, and Sarah Visser, Azusa Pacific University

This generation, our sons and daughters born at the onset of the 21st century, can tweet, text, snapchat, and “insta” just about anything. They view email as passé and feel skittish speaking to a live human presence on the other end of the telephone. Often referred to as Generation Z, the iGen, the plurals, or the conflict generation, this faction of individuals will begin entering college within the next two years. What does this mean for educators? How do we shift our education tactics to meet the needs of these divergent minds? With this generation in mind, this workshop will examine the following questions: Who is this generation? What are the social and cultural similarities and differences with past generations? What should our education tactics look like in the classroom? And what precisely do we need to consider to bridge the theory to practice in our various content areas?

A Comprehensive Approach to Enhancing the Academic Experience in an Age of Shifting Ethnic and Cultural Demographics
Ed Barron, Azusa Pacific University

According to the Pew Research Hispanic Center, the college enrollment rate of Hispanic students surpassed the college enrollment rate of white students for the first time in 2012. Asian American student populations continue to expand, and international student enrollment represents the new frontier of recruitment at U.S. colleges and universities. For most CCCU schools, a multiethnic, multiracial, multicultural, and multiclass demographic presents real challenges to campus communities structured to serve primarily white, middle class students. This session will explore the interconnection between academic dissonance, kingdom priority of unity, and our responsibility to create a campus environment in which all students thrive.

Learning to Receive the Other: Practicing the Politics of Diversity-in-Unity
Erin Default-Hunter, Fuller Theological Seminary

How do we as Christians approach diversity in the academy differently from those who are not followers of Jesus? Paul notes the difficulties of shared life in his discussion of the body in I Corinthians 12. He insists that for Christians, difference-in-unity entails disruption for each person and every group. Unity requires naming power imbalances and then reorienting our life together in light of these. However, Paul does not advocate for either mere reversal of position or even equality through fair distribution of resources. Instead, he presses us to receive the “other” as a complicated gift through practices of mutual vulnerability and interdependence. This presentation will consider implications of Paul’s vision for higher education, from how we develop curriculum to programs for specific populations (e.g., ethnic minority, international, or disabled students).

The Only Way Out is Through: Facilitating Effective Diversity Dialogue in the Classroom
Kathryn Ecklund, Sarah Visser, Piljoo Kang, and Amy Jung, Azusa Pacific University

With the rapid advancement in diversity among students and faculty in CCCU classrooms, interpersonal dynamics and classroom discussions on diversity have shifted dramatically. Faculty may feel unprepared to manage classroom diversity dynamics, unprepared to facilitate conversations about diverse perspectives and ideas, and unprepared to communicate effectively with millennial students about diversity topics. In this workshop, participants will consider the following: the power dynamics of language and communication in the classroom; the millennial student values, attitudes, and beliefs about discourse regarding diversity; developmental factors related to cultural identity formation; and self-reflection as an avenue for addressing personal triggers and pedagogical hurdles. Furthermore, best practice pedagogical strategies for navigating these complex dynamics in the classroom will be discussed.

Dyslexia: A Postsecondary Strengths Advantage
Gregory Richardson, Azusa Pacific University

A qualitative research on 30 students who possessed dyslexic traits revealed that these students attributed their postsecondary academic successes to two significant factors: internal strengths and environmental assets. This new social model of disability, identified as the Strengths-Assets Model, synergizes internal strengths and institutional assets for postsecondary academic success. This presentation will discuss the findings from the study, the literature on dyslexia within the secondary educational setting, the research on positive psychology, and the literature on empowerment uncovered a new submodel.

Valuable Voices: Examining Parents’ Perspectives on the Impact of Full Inclusion on Their Preschool Children with Disabilities
Susan R. Warren, Richard S. Martinez, and Lori A. Sortino, Azusa Pacific University

Research supports the importance of high-quality early intervention systems for preschool children with disabilities, yet these children are often excluded from interacting with their peers. This session presents a phenomenological study exploring parents’ experiences with a full-inclusion preschool program for their children with disabilities, as well as parents’ perceptions on the children’s transition to kindergarten. Parents identified, as important, five themes related to the full-inclusion program: philosophy, parental expectations, collaboration, confidence building, and support. Specifically through parents’ voices, the potential impact of full inclusion on the children and their families is revealed. This study can benefit educators interested in discovering the barriers to and facilitators of inclusion in early childhood programs as they work toward social justice in education for all.

Diversity in Higher Education: Developing and Facilitating Mutual Acculturation and Sensitivity
Denzil Barnett, Lauren D. Caroll, and Chen-I (Rita) Su, Azusa Pacific University

Enhancing praxis to meet the requirements of international students in culturally diverse class environments requires the development of intercultural communicative competence for teachers and students, the understanding of students’ role as cultural and language informants, and incorporating pedagogical techniques specially designed to facilitate the needs of international students. This panel discussion will involve the autoethnographic narratives of three faculty members who have taught international students in culturally diverse classes in American colleges and universities. The panel will conclude with a roundtable Q&A session.

Narrative Humility: Affirming the Place of Story in Our Teaching
Glen Kinoshita, Biola University

Narratives and stories are among the most effective and moving methods of connecting humans from diverse backgrounds. Our stories can often be the bridge we build to engage one another across differences. Stories and narratives, however, are also complex. Our stories reflect the many layers to our identities, such as ethnicity, culture, gender, socioeconomic status, ability, national origin, etc. Narrative humility acknowledges the diversity and complexity in what makes us fully human. Humility is a posture that is necessary, as we may not fully understand all the elements of a person’s story. Narrative humility moves us to reflect, ask questions in a respectful manner, and acknowledge we are constantly learning, even as we listen to a story being told. In this session we will explore narratives as a vehicle to teach diversity and social justice in Christian higher education, as well as how to process the concept of narrative humility in the classroom or in training opportunities.

Power, Privilege, and Purposeful Partnerships in Diversifying Christian Higher Education
Alex Jun, Azusa Pacific University

With a particular focus on issues related to power and privilege as they relate to partnerships on individual as well as institutional and systemic levels within Christian higher education, Jun will discuss the essential factors that contribute to developing critical consciousness as it pertains to reconciliation and justice as a way to usher in the kingdom of God.

Women of Color in Leadership
Kimberly Battle-Walters Denu, Pamela Christian, and Janet S. Walters, Azusa Pacific University; and Doretha O’Quinn, Vanguard University

Based on their lived experiences as leaders in academe, business, and Church, and their recent edited book, Mothers Are Leaders, the panelists will disclose their journeys into leadership as women of color, as well as the added complexities associated with being “mother-leaders.” Addressing work-family balance, professional and personal life integration, and strategic leadership practices for women and people of color, these women discuss “leaning in,” “leaning back,” and the nonlinear path and seasons of leadership. This panel discussion will highlight the opportunities and challenges of women of color in leadership.

The Chaos of Uniformity at the Tower of Babel
Matthew Hauge and Craig Anderson, Azusa Pacific University

The Tower of Babel story is an iconic account of uniformity disrupted. According to Genesis 11:1–9, there was once a time in Mesopotamia in which everyone in that region spoke a single language. Their uniformity of speech allowed them to embark on great building projects, constructing the Tower of Babel—a tower reaching into the heavens. Upon seeing this, God confused their language, which thereby frustrated their building of the tower. This presentation will explore why God disrupted the builders of the Tower of Babel.

A Professor’s Journey to Understanding Faith Integration and Implementation: Creating a Framework for Faith Integration into a Special Education Program
Craig W. Bartholio, Azusa Pacific University

Based on metaparadigms of the field of special education, a framework to embed true faith and learning integration into education was developed. An article, “Collaboration from a Christian Perspective for the Novice Special Educator,” ties together the different stages of development in the presenter’s professional knowledge regarding faith and learning integration. This presentation will chronicle the presenter’s journey as a professor regarding understanding of faith integration and teaching courses through the special education department.

Promoting Ethnic Appreciation and a Gradual Change of Image at Howard Payne University
Danny Brunette-Lopez, Andres Zambrano, and Richard Porche, Howard Payne University

As the student body gradually becomes more ethnically diverse, Howard Payne University is taking steps to promote ethnic appreciation and its positive impact on campus. With the establishment and assistance of a newly formed committee to consider issues of diversity, the university intends to include certain recommendations in its upcoming five-year strategic plan that will promote awareness, education, activities, and events related to ethnic appreciation. This panel discussion will share the difficulties the new committee has encountered when treating the concept of “diversity” and the forms to consider in order to counter the ideological values and beliefs upheld by the Baptist Church and its conservative constituents.

Are Your Diverse Learners Thriving? Using A Strengths Approach to Develop Thriving Students
Keith Hall, Azusa Pacific University

Strengths development has been identified as a pathway that leads to academic, social, and psychological thriving in college students (Schreiner, Louis, and Nelson, 2012). The strengths development approach suggests that all students can learn and thrive under the right conditions (Kuh, Schuh, and Whitt, 2005). So, what are the strengths-based strategies that can be applied in the classroom to make the learning experience engaging for diverse learners? In this session, participants will engage in a guided conversation that highlights ways that a strengths approach can be used to accommodate the unique perspectives and values of diverse learners. Participants will also consider ways that the strengths language can be leveraged to promote community in the classroom.

Cultural Diversity: Obstacles and Solutions for the Academy
Tamene Menna, Biola University

Globalization of societies around the world has led to increased demographic variety in organizations. Consequently, leaders in various sectors are faced with a new challenge as their work teams increasingly consist of personnel with diverse ethnic and cultural backgrounds. Christian higher education institutions operate in similar environments. Hence, a strategic response to the changes and adverse effects caused by cultural diversity is needed, such as trainings, seminars, and other events. This workshop will address challenges that arise from cultural diversity, theoretical background of cultural intelligence, empirical studies, and the importance and implications for Christian higher education institutions.

Teaching Anita Loos: Notes on Class, Gender, and Social Justice
Leslie Kreiner Wilson, Pepperdine University

In Anita Loos’ 1925 novel, Gentlemen Prefer Blondes, as well as the 1927 screenplay for the silent film adaptation, the novelist and screenwriter disrupts convention by satirizing film censors as well as the elite’s judgments of women who were within a certain uneducated class. Through Loos’ characterization of the film censor and others, students learn that 1920s film censorship involved presumptions about women and class that run contrary to fundamental principles of social justice. Loos, the premier satirist of her day, drives her sword straight through the heart of censorship integrity in Hollywood. This presentation will advocate that teaching these two works offers students a lesson on the theme of class, gender, and social justice as examined by the author.

Engaging Diverse Discourse in STEM
David C. Martin, San Diego State University

Many incoming university freshmen find themselves engaged by discourse founded in spiritual and social questions, according to Astin, Astin, and Lindholm (2011). Diverse discourses are marginalized in the science, technology, engineering, and mathematics (STEM) fields, and the potential exists for silencing spiritual and social expressions of women and people of color. This presentation will address Critical Theory analysis of power relationships and social reproduction in the STEM fields, asking how STEM students could engage in their domain and providing spiritual and religious practices that allow participants to cocreate meaning and diversity of voice within it.

Theological Diversity and Faith-Based Education: The Enriching Legacy of Christian Traditions
Paul Kaak, Azusa Pacific University

Many of today’s Christian universities live in a tension. On one hand, there is the value that exists within its denominational/theological heritage; on the other hand, it appears that today’s students seem to care little about this historic identity. This session advocates that embracing identity as well as diversity is important for the institutional vision and classroom experience. Educators who embrace their own distinct Christian ethos and convictions, while also demonstrating appreciation for alternative perspectives, offer much in what they model and confer: deep learning, sensitivity to otherness, a faith-based application of critical thinking, and an awareness of the rich breadth of Christian understanding. This session will offer explanations, arguments, examples, and tools for meaningfully and appropriately drawing upon the variety of perspectives from within the historic Christian communities.