Infusing Diversity-Inclusion & Social Justice Actions Into Personal Practice in 2021: A Qualitative Inquiry
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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.
Strategic Assessment of Undergraduate Technical Education for Competencies and Belongingness - PS2021
2021-11-19 12:25:28 | Presentations | Contributor(s): Elizabeth A Barajas, Katherine Yngve, Kris Acheson-Clair
This presentation was given virtually and recorded as part of the Polytechnic Summit 2021.
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.
Enhancing and Assessing Intercultural Learning at Purdue, 2014-2016: Part Two (Findings)
2019-02-06 19:21:38 | Reports/White Papers | Contributor(s): Katherine N. Yngve
This report discusses findings from two years of capacity-building towards a culture of evidence-based intercultural learning at a research one US university.
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