This article examines a faculty professional development program aimed at engaging faculty in an ongoing discussion about global awareness and the practices surrounding teaching and learning in a linguistically and culturally diverse classroom. The program is modeled on two key components: the engagement of undergraduate students and faculty in a structured dialogue outside the classroom and the contributions of experts to faculty discussions to locate and contextualize best practices. The initiative’s potential to affect faculty perspectives is explored through a transformative learning framework. Short-term and long-term assessments show that participants were motivated to improve and implement new instructional practices.

中文翻译：

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全球意识对话项目：通过专业发展系列探索教师转型的潜力

本文考察了一项教师专业发展计划，该计划旨在让教师参与有关全球意识以及围绕语言和文化多元化课堂教学和学习实践的持续讨论。该计划以两个关键组成部分为模型：本科生和教职员工参与课堂外的结构化对话，以及专家对教职员工讨论的贡献，以找到最佳实践并将其置于情境中。通过变革性的学习框架探索了该倡议影响教师观点的潜力。短期和长期评估表明，参与者有动力改进和实施新的教学实践。