Exemplary Models of Faculty-Driven Transformative Diversity Education Initiatives: Implications for Metropolitan Universities


  • Chaunda L. Scott Oakland University
  • Jeanetta D. Sims University of Central Oklahoma




transformative learning, Diverse Voice Conference, Oakland University, diverse student scholars, University of Central Oklahoma, undergraduate student research


Diversity and diversity education are driving forces in metropolitan universities that seek stronger alignment with nearby metropolitan statistical areas. As a result, many metropolitan universities wish to engage in diversity efforts; however, they often lack the resources for doing so. In addition, institutional efforts are often the result of administrative-originated programs of diversity impact rather than faculty-driven curricular and co-curricular efforts (Scott & Sims, 2016). In this case study, the authors offer two faculty-driven diversity programs with a proven record of accomplishment as models of transformative learning practice for faculty and institutions to replicate. The programs have been in existence for more than 10 years and have benefited both the students and universities alike.

Author Biographies

Chaunda L. Scott, Oakland University

Chaunda L. Scott is an Associate Professor and Graduate Coordinator in the Department of Organizational Leadership in the School of Education and Human Services at Oakland University in Rochester, Michigan. Additionally, she is the Diversity and Inclusion Specialist for the Office of the Dean. In 2013, she was named one of the Top 25 Education Professors in Michigan by Online Schools Michigan. In 2015, she was a Fulbright Specialist scholar in Cape Town, South Africa.

Jeanetta D. Sims, University of Central Oklahoma

Jeanetta D. Sims is Assistant Dean in the Jackson College of Graduate Studies and Professor in the Marketing Department of the College of Business at the University of Central Oklahoma where she teaches courses in marketing and communication, and is accredited in public relations (APR). She has received university and national awards for her teaching (in 2014, 2012, and 2009) and for her scholarship (2018, 2017, 2016, 2013, 2012, 2010, 2009, 2008, and 2006). Along with numerous publications, she is co-editor of the annual UCO Transformative Learning Conference Proceedings, the Journal of Transformative Learning, and Developing Workforce Diversity Programs, Curriculum, and Degrees in Higher Education.


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