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Beck, E. T., Goldberg, J. L., Knefelkamp, L. L. (2003). Integrating Jewish issues into the teaching of psychology. In P. Bronstein & K. Quina (Eds.), Teaching gender and multicultural awareness: Resources for the psychology classroom (pp. 237-252).
Knefelkamp, L. L. (2000). Encountering diversity on campus and in the classroom: Advancing intellectual and ethical development. Diversity Digest, Spring/Summer).
Knefelkamp, L. L. (1999). Introduction and theory update. In W. G. Perry, Form of intellectual and ethical development in the college years (pp. xi-xxxviii).
Gaff, J., Schneider, C.G., Ekman, R., Ellison, C., Guardo, C.J., Hess, R., Johnston, J.S., Knefelkamp, L., Miller, G., Johnson, R., Levyreiner, S., Spalding, J.R. (1998). Taking stock: A roundtable discussion on general education. Liberal Education, 74, 11-23.
Knefelkamp, L. L., & Schneider, C. (1997). Education for a world lived in common with others. In R. Orrill (Ed.), Education and democracy: Re-imagining liberal learning in
Knefelkamp, L.L. (1993). Higher education and the consumer society. Liberal Education, 79, 8-13
Knefelkamp, L.L. (1993). The multicultural curriculum and communities of peace. Liberal Education, 78, 26-35.
Knefelkamp, L.L. (1991). The seamless curriculum. CIC Deans Institute: Is this good for our students?
Lee Knefelkamp's Workgroup
There is an increasing emphasis in studying and understanding the individual's intellectual complexity and its relationship to how one conceptualizes issues of the multi-cultural self in the context of social and professional situations. Similarly, there is a growing concern to study and understand how one conceptualizes issues of complexity of a group within an organization and the use of critical thinking capacities in organizational learning.
In exploring the developmental theories of the multi-cultural self from the context of multiple organizational settings, this workgroup integrates four major theoretical strands: identity development, intellectual development, intercultural sensitivity, and the organizational role. To apply these models, the workgroup is creating the qualitative research protocols and coding manual for the theories.