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The article connects IMID to prior work on institutional commitment to multiculturalism and reports course evaluation findings from a pilot involving five faculty members. The PIRIMID course evaluation template is included to support implementation. Definitions of student diversity and multiculturalism, along with needs for faculty professional development and learning supports, frame the model’s purpose.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/pedagogy-of-inclusion-integrated-multicultural-instructional-design/307178/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/pedagogy-of-inclusion-integrated-multicultural-instructional-design/307178.png","ImageObject",442,249,{"name":88,"@type":89},"Quinn","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-11-03","2026-09-19",true,{"@type":98,"interactionType":99,"userInteractionCount":8},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is integrated multicultural instructional design (IMID) and what does it address?","Question",{"text":108,"@type":109},"IMID is a pedagogical model focused on teaching while also addressing other learning supports. It is designed to respond to growing student diversity in postsecondary institutions.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the article define “student diversity” and “multiculturalism”?",{"text":113,"@type":109},"“Student diversity” is defined as diverse social identities such as race, ethnicity, culture, religion, age, gender, disability, language, and citizenship, whose salience can vary by context. “Multiculturalism” describes how professionals consider multiple cultural perspectives in responding to these identities.",{"name":115,"@type":106,"acceptedAnswer":116},"What evidence and tools are provided to support IMID?",{"text":117,"@type":109},"The article discusses course evaluation results from a pilot implementation involving five faculty members and provides the PIRIMID course evaluation template to guide assessment.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},307178,1791733781,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":8,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":40,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":140},962075114765,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Jeanne L. Higbee Jennifer L. Schultz Emily Goff Pedagogy of Inclusion:  \nIntegrated Multicultural Instructional Design  \nThis article presents integrated multicultural instructional design (IMID), anew pedagogical model that is responsive to the growing student diversity in postsecondary institutions in the U.S. and throughout the world. This work builds on previous research articles in the Journal of College Reading and Learning related to assessing our commitment to multiculturalism. Course evaluation results from a pilot implementation project involving 5 faculty members are also discussed, and the PIRIMID course evaluation template is provided.  \nR  \necent research in the U. S. has  \ndocumented that participating in a diverse learning environment can enhance the educational experience for all postsecondary students and can be related to the development of leadership, critical thinking, and cross-cultural communication skills (Antonio, 2001; Barron, Pieper, Lee, Nantharath, Higbee, & Schultz, 2007; Blimling, 2001; Chang, 1999; Gurin Dey, Hurtado, & Gurin, 2002; Maruyama, Nirebim, Gudeman, & Marin, 2000; Milem & Hakuta, 2000; Pascarella, Palmer, Moye, & Pierson, 2001; Smith & Schonfeld, 2000; Terenzini, Cabrera, Colbeck, Bjorklund, & Parent, 2001). For purposes of this article,“student diversity” will be defined as the existence of students’ diverse social identities—complex configurations that can include race, ethnicity, culture, religion, spirituality, age,  \nIntegrated multicultural instructional design 49  \n50 Journal of College Reading and Learning, 41 (1), Fall 2010  \ngender, sexual orientation, disability, social class, language, citizenship, and so on—any of which can be more or less salient at any given moment depending on context.“Multiculturalism” will be used to refer to how we as learning assistance and developmental education professionals consider multiple cultural perspectives in responding to these diverse social identities (Miksch, Bruch, Higbee, Jehangir, & Lundell, 2003) . If our institutions provide access without also providing the supports needed to facilitate student success, we fail in our mission to prepare future citizens for life in an increasingly diverse global society. Although many educators would agree that integrating multiculturalism in postsecondary teaching and learning is an important goal, there is a dearth of resources for professional development for faculty and student services staff related to specific strategies for achieving this goal. The purpose of this article is to describe integrated multicultural instructional design (IMID; Higbee & Goff, 2009), a model for multicultural postsecondary education that focuses on teaching but also addresses other supports for learning.  \nBuilding on Previous Research  \nIn 2001, with encouragement from James Banks, lead author of Diversity Within Unity: Essential Principles for Teaching and Learning ina Multicultural Society (Banks et al. , 2001), the Multicultural Concerns Committee (MCC) within the General College (GC) at the University of Minnesota began exploring how to assess its commitment to multiculturalism. We started with a brief open-ended survey of the GC faculty (Bruch & Higbee, 2002) as well as an analysis of the contents of the prominent journals in developmental education and learning assistance for the previous 10-year period. What we learned was that although the GC faculty considered multicultural awareness vital to teaching and learning, very little attention was paid in the developmental education literature to students’ diverse social identities and how culture and other facets of identity might be related to learning. The notable exceptions were articles related to English as a second language and to learning disabilities as factors in the development of reading and writing skills. Meanwhile, postsecondary student demographics changed significantly during this period (Crissman Ishler, 2005; Higbee, 2009; KewalRamani, Gilb","cbCaivBjoQCRRrhM","https://ap.wps.com/l/cbCaivBjoQCRRrhM","pdf",147959,"English","# Pedagogy of Inclusion: Integrated Multicultural Instructional Design\n## Defining student diversity and multiculturalism\n## Building on previous research\n## Developing assessment and pilot implementation","[{\"question\":\"What is integrated multicultural instructional design (IMID) and what does it address?\",\"answer\":\"IMID is a pedagogical model focused on teaching while also addressing other learning supports. It is designed to respond to growing student diversity in postsecondary institutions.\"},{\"question\":\"How does the article define “student diversity” and “multiculturalism”?\",\"answer\":\"“Student diversity” is defined as diverse social identities such as race, ethnicity, culture, religion, age, gender, disability, language, and citizenship, whose salience can vary by context. “Multiculturalism” describes how professionals consider multiple cultural perspectives in responding to these identities.\"},{\"question\":\"What evidence and tools are provided to support IMID?\",\"answer\":\"The article discusses course evaluation results from a pilot implementation involving five faculty members and provides the PIRIMID course evaluation template to guide assessment.\"}]","Pedagogy of Inclusion - Integrated Multicultural Instructional Design | PDF",1789845373,6]