ABSTRACT
Organizational learning addresses both the conditions and processes by which an organization changes and learns. Building partnerships across internal organizational divides will require leadership support to convey the needed vision, focus, and urgency of integrated and effective diversity education. This chapter helps to overcome the tendency toward creation of siloed and piecemeal programs in different areas of the university and provide a vehicle for assessment of programmatic infrastructure and resources. Absent a clear alignment with institutional strategy, diversity programming can dissolve into numerous redundant activities and one-shot training events. Structurally, one of the most frequent pitfalls of diversity education programs is the lack of follow-up and evaluation of the transferability of learning to workplace or classroom settings. Diversity education is more likely to promote changes in mind-sets when it is experiential, because change is not only a cognitive process but also an affective one. Experiential learning promotes participation and involvement and can also provide a level of safety and depersonalization.
