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Exploring the ‘Belongingness’ Effect of Using Formative Intercultural Assessment in Core or Foundational STEM Courses

By Katherine Yngve

Purdue University

This study defines "belongingness' as being related to graduation and retention, and uses institutional data sources to explore the possible impact, for marginalized undergraduates, of embedding formative intercultural assessment into core STEM...

Listed in Reports/White Papers

Version 1.0 - published on 28 Oct 2021

Licensed under CC0 - Creative Commons

Description

In 2014-2015, two pioneering associate deans in separate Purdue colleges chose, with some assistance from the office now known as IDA+A (Institutional Data Analysis + Assessment), to integrate the use of intercultural competence survey instruments into a frequently offered, large-enrollment undergraduate course. [One of these courses is described more fully in the webinar archived as HubICL resource #115: https://hubicl.org/publications/115/1 ]

It is the purpose of this white paper to explore the possible impact of these two continuing core inclusivity courses on the ‘belongingness’ of marginalized students at Purdue.  We do so not by looking at students’ individual or group intercultural outcomes, however, but by exploring whether the colleges in question have experienced changes in retention and graduation among under-represented students during the period of years since 2014.

Cite this work

Researchers should cite this work as follows:

  • Yngve, K. (2021). Exploring the ‘Belongingness’ Effect of Using Formative Intercultural Assessment in Core or Foundational STEM Courses.

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