Merging Technology and Teaching: A Distance Learning Approach to Teaching Diversity
Prof. Ralph Ocon
Purdue University Calumet, Hammond, IN 46323, U.S.
ocon@calumet.purdue.edu
Abstract- One of the newest approaches for learning involves the merging of teaching and computer
technology. Education through distance learning will become the principal method for teaching and course
delivery in the future. It has already become a popular means of teaching with the students and faculty in the
Organizational Leadership and Supervision (OLS) program at Purdue University Calumet, one of the
regional campuses of the Purdue University System, located in Northwest Indiana in the United States.
One area of global concern for academia and industry involves the understanding of diversity and how to
manage a diverse workforce. As the world becomes smaller and interaction between people of different
cultures and races continues to increase, learning how to effectively interact with people who are different
and manage a diverse workforce will remain a source of global discussion.
Until recently, the training and education on how to manage diversity have often been overlooked or not
adequately covered in most management training programs and books, and therefore, most management
courses. An innovative and effective approach used by the OLS program for teaching diversity management
combines multidisciplinary issues based learning and distance learning technology. This paper describes the
merging of computer technology and issues based learning as an alternative and effective way to introduce,
discuss and learn about diversity management.
Based on the author’s research and experience as a teacher, industry consultant and university Equal
Employment Opportunity Officer, the twelve critical diversity issues that students need to be aware of and
understand if they are going to be effective multicultural leaders have been identified. Attached to each
issue are several articles related to the issue that facilitate the learning process. The issues based approach
for learning about diversity management and developing multicultural leadership skills is student centered
and involves active student learning as opposed to traditional passive learning methods. This technique
allows the instructor to use a teaching methodology that emphasizes several levels of thinking, including
application, analysis, synthesis, critical thinking and creative thinking. Also, the issues based approach
challenges students to examine and discuss diversity issues and identify solutions to diversity problems
confronting society and industry.
The twelve critical diversity issues identified in this paper can stand alone as complete learning modules,
are adaptable to the experience and expertise of the instructor, and have been used successfully with
traditional in-class courses, distance learning courses and training workshops for industry. Distance learning
has become a popular mode of course delivery, not only because it is convenient from a time management
and travel standpoint, but because it allows students the opportunity to develop computer competence while
simultaneously learning a given subject matter.
Due to the benefits associated with distance learning education and because the twelve critical diversity
issues are relevant, contemporary and controversial, students have responded well to this teaching approach.
Also, the teaching approach described in this paper, combining distance learning with issues based learning,
is adaptable and can be used to teach other subjects.
Introduction
The merging of teaching and computer technology is one of the recent learning approaches being used at all
levels of education, including most universities [1]-[2]. This teaching methodology is sometimes referred to
as e-learning, internet courses, online instruction or distance learning education. Regardless of the name
used to designate this teaching approach, it is not only becoming a popular form of teaching, but in the near
future, distance learning education will become the principal method for teaching and course delivery.
Distance learning has already become an established means of teaching in the OLS program, which has
offered online instruction since 1998. For example, the OLS program offers four specialized Certificate
programs online in various areas of organizational leadership, with a fifth Certificate in diversity
management currently being developed. Most of the Certificate programs are composed of a minimum of
fifteen credit hours (5 courses) and designed to provide a limited specialization in an area of organizational
leadership. These specialized courses also provide employed students with the opportunity to upgrade their
leadership skills to maintain employment and continue career growth. Table 1 lists the distance learning
Certificates available in the OLS program.
Table 1: Certificates available online in the OLS program
_________________________________________________________________________________
Certificate in Leadership
Certificate in Safety
Certificate in Professional Supervision
Certificate in Personnel and Human Resources
_________________________________________________________________________________
Diversity and Distance Learning
The author’s experience and interest in diversity, along with the relevance of the subject, and the growing
popularity of teaching using computer technology lead him to develop a distance learning course for OLS
454, “Gender and Diversity in Management.” Having taught diversity related courses for over twenty years,
the author has long recognized the positive impact diversity education can have on the future of students,
American society and the global community. Therefore, the merging of computer technology and diversity
education appears to be a natural and complementary union, especially since both will continue to play
major roles in the future educational process.
The author first became involved in distance learning, from a teaching standpoint, in the Fall semester of
2000. For that semester, the author restructured the traditional in-class version of OLS 454 into a distance
learning course as an alternative way to teach and provide students with a choice on course delivery.
Because OLS 454 was the author’s first attempt at developing and teaching a distance learning course, he
felt that modifying an existing in-class course for distance learning application would facilitate his attempt
at integrating teaching with computer technology.
As is true for many instructors who are unfamiliar with this relatively recent teaching methodology, using
the computer as a means of course delivery may initially appear complex, confusing, and intimidating.
However, having experienced and overcome those same anxieties and concerns, the author can attest to the
reality that once the process of creating a distance learning course begins, those initial concerns will become
nothing more that a distant memory. Although the author was inexperienced in distance learning education
in 2000, fortunately, he was able to rely on the expertise of other faculty within the OLS program who had
already developed such courses. In addition, the university does an excellent job in providing technical
assistance and support personnel to those instructors who are developing a distance learning course.
Importance of Diversity Education
The author’s principal area of interest and expertise in diversity is with workforce diversity. His experience
as an equal employment opportunity officer, and diversity related research, teaching and training for the
university and industry has made him aware of the need for diversity education. The omnipresent effects of
globalization have increased the frequency of interaction and degree of interdependence between nations
and diverse people forcing American society and the business community to have to deal with diversity
issues. Therefore, success for American businesses is contingent on the abilities of managers and employees
to understand and work with people with diverse backgrounds and cultures on both a national and
international level [6]. As the future leaders of business organizations and the global community, students
will need to learn how to effectively manage and interact with people who are different or perceived to be
different.
Acknowledging the future leadership roles of students, the OLS program has emphasized the importance of
diversity education to help students develop their multicultural leadership skills. As future leaders, students
will have a tremendous impact on upcoming events that will affect everyone everywhere. Consequently,
diversity education is one of the key types of training students must receive if they are going to be effective
leaders. Table 2 lists some of the major benefits American businesses can derive from diversity education
[3]-[5].
Table 2: Major benefits to American businesses from diversity education
_________________________________________________________________________________
 Creates the acceptance of people as they are without regard to race, culture, gender or other
immutable characteristics
 Promotes ethical behavior by encouraging fair and equitable treatment for everyone
 Promotes effective intercultural relationships
 Recognition of diversity as a legitimate business issue and part of strategic planning
 Improves teamwork and the ability to effectively compete in the global economy
 Promotes a management style that is conducive with a diverse workforce
 Recognition of employees’ pride associated with cultural and ethnic heritage
 Avoids/limits employment discrimination complaints and lawsuits
 Recognition that different thinking styles can improve decision-making and problem-solving
 Recognition that different thinking styles can promote creative and innovation thinking
 Recognition of diversity as a competitive resource/advantage
 Promotes proactive behavior by creating awareness of diversity issues and concerns
________________________________________________________________________________
Issues Based Learning
The author has discovered that issues based learning is an effective way to teach diversity management [5].
With surprising ease, the author has been able to incorporate most of the course structure and content of the
traditional in-class version of OLS 454 into a distance learning course. As is true with the in-class version of
OLS 454, a multidisciplinary issues based learning approach is used to teach the distance learning version
of the course. Based on the author’s research and experience in diversity, twelve critical diversity issues
have been identified and used as the principal means for teaching diversity management. By discussing
these issues, students are able to gain awareness and understanding of the diversity concerns which will
enable them to develop effective multicultural leadership skills. Under each issue are several articles related
to that issue that facilitate the learning of diversity management. Table 3 lists the twelve critical diversity
issues used in OLS 454. Because the twelve diversity issues are interesting, relevant and contemporary,
students have responded well to this teaching approach for both in-class and distance learning applications.
Table 3: Twelve Critical Diversity Issues used to teach OLS 454
__________________________________________________________________________________
Issue 1: Introduction To Diversity In The Workplace
Issue 2: Equal Employment Opportunity And Affirmative Action
Issue 3: Prejudice And Discrimination
Issue 4: Women In The Workplace
Issue 5: Cultural Values And Communication
Issue 6: Disabilities And The Workplace
Issue 7: Recruiting For A Diverse Workforce
Issue 8: New Generations In The Workplace
Issue 9: Resolving Diversity Related Disputes
Issue 10: Multicultural Leadership And Teambuilding
Issue 11: Sexual Orientation And The Workplace
Issue 12: Developing A Diversity Program
__________________________________________________________________________________
Origins of Issues Based Learning
The author originally developed the idea for teaching diversity management using issues based learning
from his success in using this approach to teach other types of courses. For example, in the past, the author
used an issues based learning approach to teach various courses in economics and law. Based on the
author’s experience and success in helping students understand analytical and complicated subjects such as
economics and law, he employed the issues based approach when providing diversity training workshops
for the university and industry. For the in-class version of OLS 454, the author combined issues based
learning with other student centered learning activities, such as student reports, class discussions and
simulated problem-solving situations. With the distance learning course, the author is able to use issues
based learning along with many of the other teaching activities used with the in-class version of OLS 454.
Benefits of Issues Based Learning
The issues based approach for learning about diversity management and developing multicultural leadership
skills allows students the opportunity to analyze their attitudes and beliefs about diversity, develop an
understanding of different points of view, and utilize several levels of thinking skills. Based on the author’s
experience, students enjoy reading and discussing issues, rather than reading chapters or listening to lectures
on diversity management. Table 4 lists some of the reasons students like the issues based learning approach.
Table 4: Reasons students like issues based learning
___________________________________________________________________________________
 Student centered
 Interactive learning method
 Creates awareness of different view points
 Can engage in detailed/general discussion
 Encourages students to use different thinking skills
 Embraces outcome based learning
 An alternative and fun way to learn
 A natural and interesting way to learn
 Challenges the beliefs of students
 Complements other teaching methods and activities
 Expands the disciplinary breadth and depth of the subject
 Subject expertise is not required for discussion
 A subtle or indirect way to raise the awareness of controversial diversity issues
___________________________________________________________________________________
The issues based approach allows instructors to introduce diversity issues in a nonpartisan and non
confrontational manner and provides students with the opportunity to analyze their perceptions about
diversity. Both experienced and less experienced instructors of diversity management can effectively
present the diversity issues and engage in either a detailed or general discussion of selected issues. Also, the
issues based approach allows instructors the opportunity to gradually develop their expertise in diversity
management. Because the teaching of diversity management often involves controversial subject matter and
generates strong emotions, some instructors might initially be reluctant to use traditional teaching methods,
such as lecturing or assigned chapters to read. However, an issues based learning approach allows for the
discussion of complicated, controversial and emotional diversity topics to develop naturally, where different
viewpoints surrounding the issues can be exchanged in a non threatening manner.
Origin of the Twelve Critical Diversity Issues
During the author’s twelve years as the university Equal Employment Opportunity Officer, he investigated
and resolved over one hundred complaints of harassment and discrimination filed with his office by faculty,
staff, students and people in the community. Over the years in dealing with these complaints, the author
identified recurring issues and discovered that the majority of complaints could have been avoided had the
parties involved had some training and understanding of diversity issues. As a consultant and trainer for
local industry, the author trained thousands of employees in diversity management using the issues based
learning approach. Also, because most of the available diversity books did not adequately identify all the
critical diversity issues involved in the workplace, the issues based learning approach using the twelve
critical issues for teaching diversity management was developed. Consequently, based on the author’s equal
employment opportunity and industry training experience, and research of diversity management, the twelve
critical issues used in OLS 454 were developed as a proactive approach for diversity management [5].
The Articles
Over the last several years the author has written and used thirty-nine diversity management articles with
the twelve critical issues. These articles reflect the diversity concerns researched and experienced by the
author as an equal employment opportunity officer and industry trainer. Each year, the articles are revised
and updated, and new articles are written as the need arises. The issues based approach allows diversity
management instructors the choice of either writing their own articles or using those of other authors.
Issues and Articles
The twelve critical issues expose students to a variety of diversity related concerns necessary to manage
diversity and develop effective multicultural leadership skills. Although each issue can be a self contained
learning module, instructors have the opportunity to supplement discussions with other learning methods.
Under each issue are several articles related to that issue. Review questions are used at the end of each issue
to facilitate further discussion and understanding. With two exceptions, the order for introducing and
discussing the twelve diversity issues is not important. It is recommended that Issue 1 be examined first
because it provides an effective way to introduce the subject of diversity and managing diversity. Issue 12 is
recommended to be examined last since it concludes the subject of managing diversity by identifying the
importance of organizational change and the major components of a diversity program. Issues 2- 11 can be
discussed in any order without creating any disruption or confusion in the subject matter. Listed below are
the twelve critical diversity issues and the corresponding articles used with each issue for both the in-class
and distance learning versions of OLS 454.
Issue 1: Introduction To Diversity In The Workplace
Issue 1 introduces the topic of diversity, managing diversity and its importance for American businesses.
Articles:
 “Managing Diversity In The Workplace”
 “Why Managing Diversity Is Important”
 “The Golden Rule For The New Millennium”
Issue 2: Equal Employment Opportunity And Affirmative Action
Issue 2 discusses equal employment opportunity and deals with the controversial issue of affirmative action,
including arguments for and against it. Articles:
 “Affirmative Action Does Not Mean Equal Employment Opportunity”
 “A Career As An Affirmative Action Officer”
 “Is There A Need For Affirmative Action?”
 “Protected Groups And the Law”
Issue 3: Prejudice And Discrimination
Issue 3 looks at stereotyping and prejudice in the workplace and ways to deal with it. Articles:
 “Unfortunately, Individuals In All Groups Are Stereotyped”
 “Dealing With Stereotyping And Prejudice In The Workplace”
 “Functions Of Stereotyping”
Issue 4: Women In The Workplace
Issue 4 identifies the issues confronting women employees and supervisors in the workplace. Articles:
 “History Can Promote Understanding”
 “Sexual Harassment Comes In Two Varieties”
 “Romantic Relationships In The Workplace”
Issue 5: Cultural Values And Communication
Issue 5 focuses on understanding cultural values and intercultural communication and how it can influence
relationships in the workplace. Articles:
 “American Values Are Not The Norm”
 “Multicultural Communication”
 “The Issue Of Language”
Issue 6: Disabilities And The Workplace
Issue 6 deals with employees with disabilities and how supervisors can effectively manage them. Articles:
 “Supervising Employees With Disabilities”
 “The Americans With Disabilities Act”
 “Personal Comfort Zones”
Issue 7: Recruiting For A Diverse Workforce
Issue 7 focuses on the hiring process and on how to effectively recruit diversity. Articles:
 “Employers Should Exercise Care When Hiring”
 “Making The Hiring Process More Effective”
 “Recruiting For Diversity”
Issue 8: New Generations In The Workplace
Issue 8 discusses the values, concerns and management of different generations, especially the newest
generations of employees, Generation X and Generation Y. Articles:
 “Managing Generation X”
 “Managing Generation Y”
 “Multiple Careers In One Lifetime”
 “Continuous Education Is Job Security”
Issue 9: Resolving Diversity Related Disputes
Issue 9 deals with workplace conflicts and on how to resolve diversity related disputes in the workplace.
Articles:
 “Disagreement Is A Common Occurrence”
 “Resolving Diversity Related Conflicts”
 “Document The Resolution Process”
Issue 10: Multicultural Leadership And Teambuilding
Issue 10 focuses on how to develop the skills needed for multicultural leadership and teambuilding.
Articles;



“Today’s Workplace Requires Multicultural Leadership”
“Transition To Multicultural Leaders”
“Multicultural Teambuilding”
Issue 11: Sexual Orientation And The Workplace
Issue 11 examines the controversial issue of sexual orientation and how supervisors should deal with the
issue. Articles:
 “Preventing Discrimination Against Gay And Lesbian Employees”
 “Companies Must Deal With Sexual Orientation Issues”
 “Terminology”
Issue 12: Developing A Diversity Program
Issue 12 discusses organizational change and identifies the major components of a diversity program and
how organizations can successfully implement such a program. Articles:
 “Organizational Change Is Important For Diversity”
 “A Diversity Program Is Proactive Management”
 “Organizations Need Proactive Change”
Using Distance Learning to Teach Diversity Management
The structure and content of the distance learning version of OLS 454 is similar to that of the in-class
course. Both versions incorporate the same diversity issues, articles and course assignments. However,
creating and teaching a distance learning course can be facilitated by following certain guidelines.
Consequently, based on the author’s experience in having created and taught several distance learning
courses since 2000, certain minimum guidelines are identified which instructors can use to create and teach
distance learning courses. As is true with in-class courses, the key to effective distance learning teaching is
advance preparation. However, with distance learning courses, preparation is even more critical since
revision of the syllabus and course requirements is not as easy to implement as with in-class courses.
In addition, not only is distance learning education new for many faculty, it may also be new for many
students. This is especially true for students who have recently returned to school after being out for years
or are unfamiliar with computer technology. Table 5 lists the minimum guidelines for creating and teaching
a distance learning course.
Table 5: Guidelines for creating and teaching a distance learning course
__________________________________________________________________________________
 Decide whether the course is appropriate for online delivery
 Determine whether an existing in-class course exists or one similar to it
 Determine the degree of student-to-student and instructor-to-student interaction desired
 Instructors need to evaluate their degree of expertise in computer technology
 Consider the computer skills of students taking the course
 Develop a course syllabus which reflects as much detail for each week in the semester as possible
 Create a letter of welcome and course introduction
 Be prepared to answer student questions about basic distance learning application or use
 Provide procedures for students to follow if technical failures occur while taking quizzes, exams or
submitting homework

During the first week of the semester, require students to submit a short summary of themselves and
take a quiz on the course requirements
 If discussion is going to be used, develop a procedure to evaluate and ensure comparable student
participation
 Advise students of the time frame the instructor will use for posting and grading assignments, and
responding to student questions
___________________________________________________________________________________
Benefits of Distant Learning
Table 6: Major benefits of the distance learning version OLS 454 compared with the in-class course
__________________________________________________________________________________
 Course structure allows more control of the amount of time allotted for learning about each issue
 Students can be anonymous (to other students) in their questions and comments on a given issue
 Instructor flexibility in responding to student questions and comments, and vice versa
 Convenient from a time management and travel standpoint
 Opportunity to develop computer skills while simultaneously learning about another subject matter
 Encourages shy or introverted students to participate in class discussions
 Individual instruction available without raising concerns about favoritism
 Limits the influence of overbearing or intimidating students
 The course can include students from different cities, states or countries
 Change of pace from the traditional in-class courses
 Can limit and/or better manage conflicts between students
________________________________________________________________________________
Limitations of Distance Learning
Table 7: Major limitations of the distance learning version of OLS 454 compared with the traditional inclass course
__________________________________________________________________________________
 Limited quantity and quality of instructor-to-student and student-to-student interaction
 Less opportunity for impromptu student questions and comments
 Greater advance preparation required by the instructor
 Minimum level of computer literacy required by both the instructor and students
 Computer and software related problems can interfere with the course flow, homework submitted,
class discussions, course deadlines, and quizzes and exams
 Concern over the integrity of quizzes and exams
_________________________________________________________________________________
Assessment
Each semester, several assessment tools are used to evaluate the relevance and effectiveness of the diversity
education provided in both the in-class and distance learning versions of OLS 454. Listed below are some of
the assessment tools the author used with last semester’s classes. Incidentally, the results of these
assessment tools have been relatively consistent for the last several semesters. Also, the assessments
illustrate that the relevance and effectiveness of the diversity education provided are relatively similar for
both the in-class and distance learning versions of OLS 454.
1. Course evaluations
The author evaluates the effectiveness of the diversity education provided in OLS 454 using student
evaluations which consist of between 16-20 questions about the course. Table 8 lists the average ratings
from student evaluations for OLS 454 for the Fall 2004 semester.
Table 8: Average ratings from student evaluations for the in-class and distance learning OLS 454 courses
(Fall 2004)
____________________________________________________________________________________
In-class OLS 454:
Distance learning OLS 454:
Rating Scale:
(5) Strongly Agree
(4) Agree
(3) Undecided
(2) Disagree
(1) Strongly Disagree
Rating Scale:
(5) Strongly Agree
(4) Agree
(3) Average
(2) Disagree
(1) Strongly Disagree
Students:
18
16
Avg. Rating:
4.86
4.77
____________________________________________________________________________________
2. Pre and Post Test
To evaluate the effectiveness and degree of learning that occurred in the OLS 454, the author administers a
pretest at the beginning of the semester and a posttest at the end of the semester. The questions asked on
both test were the same and reflected a sample of the various diversity issues covered in the course. Table 9
lists the results from last semester’s pre and post test.
Table 9: OLS 454 pretest and posttest for the in-class and distance learning courses (Fall 2004)
__________________________________________________________________________________
In-class OLS 454
Distance learning OLS 454
Pretest:
Number of students: 19
Average Percent of Correct Answers: 44%
Pretest:
Number of students: 18
Average Percent of Correct Answers: 50%
Posttest:
Posttest:
Number of students: 18
Number of students: 18
Average Percent of Correct Answers: 74.7%
Average Percent of Correct Answers: 69%
________________________________________________________________________________
3. Student Continuous Improvement Surveys
Continuous improvement is the nomenclature used in academia and industry for the process of evaluation
and improvement. Each semester the author administers such a survey for both the in-class and distance
learning versions of OLS 454 to evaluate and improve the courses for the subsequent semester. Table 10
lists the average ratings from selective responses to questions asked from last semester’s survey.
Table 10: Average ratings of selective responses from the Continuous Improvement Survey (Fall 2004)
__________________________________________________________________________________
1. On a scale from 1-5 ( 1= little change and 5= great change) rate how your perception of people from
other cultures has been influenced as a result of this course:
In-class OLS 454: 3.39
Distance learning OLS 454: 3.18
2. On a scale from 1-5 (1= little value and 5= great value) rate how important diversity education is for
improving relationships between people of different cultures:
In-class OLS 454: 4.5
Distance learning OLS 454: 4.4
3. On a scale from 1-5 (1= not optimistic and 5= highly optimistic) rate how optimistic you are about
improved relationships between people of different cultures in the long term (10 years) without
diversity education/training:
In-class OLS 454: 3.04
Distance learning OLS 454: 3.1
4. On a scale from 1-5 (1= little improvement and 5= major improvement) rate your belief on how well
diversity education/training can improve the following areas:
In-class OLS 454
Distance learning OLS 454
(a)
(b)
(c)
(d)
(e)
(f)
Reducing stereotyping:
Reducing prejudice:
Reducing discrimination:
Improving intercultural communications:
Improving national security:
Reducing terrorism:
3.94
4.25
4.19
4.0
3.5
3.5
3.90
3.90
3.93
3.93
3.1
3.1
5. On a scale from 1-5 (1= low preference and 5= high preference) rate how you would generally
prefer to learn about diversity
In-class OLS 454
Distance learning OLS 454
Lecture: 3.7
Class Assignments: 3.9
Class Activities: 4.0
Student Presentations: 3.9
Lecture: 3.3
Class Assignments: 4.0
Class Activities: 4.0
Student Presentations: 4.0
6. If you were the instructor of this course, what percent of the course (out of 100%) would you devote
to the following method of learning
In-class OLS 454
Distance learning OLS 454
Lecture: 22.9
Class Assignments: 28.2
Student Presentations: 24.5
Lecture: N/A
Class Assignments: N/A
Student Presentations: N/A
7. On a scale from 1-5 (1= little benefit and 5= much benefit), rate the degree of benefit for each group
resulting from diversity education:
In-class OLS 454
Distance learning OLS 454
(a) The American people:
4.75
4.41
(b) American Businesses:
4.56
4.32
(c) People of the world:
4.63
4.36
(d) Global Business Community:
4.4
4.19
__________________________________________________________________________
Conclusion
The reality of education today and in the future is the need to understand diversity and continual use of
computers as a means for course delivery. The omnipresent effects of distance learning and diversity will
ensure that they will remain relevant issues for future global discussion. Therefore, distance learning and
diversity education will continue to influence academia, the workplace, and the global community.
Although, course delivery through distance learning is still in its infancy, as user friendly computer
applications grow and the importance of diversity education continues to rise, learning about diversity
through distance learning will become the norm.
As is true for many instructors who are unfamiliar with this relatively new type of teaching methodology,
using the computer to teach courses may initially appear to be complex, confusing and intimidating.
However, having experienced and overcome those same anxieties, the author can attest to the reality that
once the process of creating a distance learning course begins, those initial concerns will become nothing
more that a distant memory. As for those instructors who have yet to experience distance learning teaching,
it’s only a matter of time before this teaching methodology becomes the principal means of course delivery.
Consequently, instructors need to become proactive in distance learning education.
References
[1] Hansen, Ronald, E., The Role of Experience Learning: Giving Meaning and Authenticity to the
Learning Process, Journal of Technology Education, 11(2), 1-10, Spring 2000.
[2] Flowers, Jim, Online Learning Needs in Technology Education, Journal of Technology Education,
13(1), 1-15, Fall 2001.
[3] Cooper, Karyn and White, Robert, E., Burning Issues: Foundations of Education, Scarecrow Education
Publisher, 47-53 and 111- 162, 2004.
[4] Nieto, Sonia, Affirming Diversity: The Sociopolitical Context of Multicultural Education, Harvard
Educational Review (Review by Carter, D.J.), 74, (4), 465-467, Winter 2004.
[5] Ocon, Ralph, Using Issues to Teaching Diversity: An Interactive Learning Approach, ASEE/IEEE 2004
Frontiers in Education Conference, 0-7803-8553, (SIG), 15-19, 2004.
[6] Daltom, M., Ernst, C., Deal, J., Leslie, J., 2002, Success For the New Global Manager, Jossey- Bass
Publishers/John Wiley & Sons, Inc., 2002.