Exploring the Associations Between University Instructors' Intercultural Orientations, Students' Experiences in the Classroom, and Educational Outcomes | Seed Grant 2017

2023-08-23 11:57:42 | Presentations | Contributor(s): Horane A. Diatta-Holgate

This project "examine[s] the extent to which instructors' orientations ...towards cultural diversity relate to students' perceptions of the classroom environment and educational outcomes in university classrooms..." (Diatta-Holgate, 2017)

Infusing Diversity-Inclusion & Social Justice Actions Into Personal Practice in 2021: A Qualitative Inquiry

2022-02-02 19:31:29 | Reports/White Papers | Contributor(s): Katherine Yngve

This inquiry used semi-structured interviews to investigate staff members successes and struggles during 2021 (a pandemic year) in embedding diversity-equity-inclusion & social justice practice into intercultural learning work.

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

2021-10-29 01:13:53 | Reports/White Papers | Contributor(s): Katherine Yngve

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 courses.

Creating Inclusive Classrooms and Programs

2020-08-17 19:20:49 | Presentations | Contributor(s): Nastasha E Johnson

Panelists from Purdue University's cultural and disability centers answer questions about inclusive online teaching practices and learning outcomes, how they measure learning in their programs, and how faculty and staff can support their mission.