Center for Engaged Learning | Diversity and Inclusion

A High Impact Federal Work-Study Appointment

by Buffie Longmire-Avital I was a working learner. Working learners refer to students who need to work. In a 2015 report from Georgetown’s Center on Education and the Workforce, Carneval, Smith, Melton and Price found that approximately 40% of all …

What’s Their Capital? Applying a Community Cultural Wealth Model to UR

by Buffie Longmire-Avital Steeped in critical race theory (CRT), Yosso’s (2005) work presents a helpful framework for recognizing the capital that HURMS bring to a mentored relationship, more specifically the undergraduate research (UR). In applying CRT, Yosso expands the default assumptions …

Recognizing Student Capital in Mentored Undergraduate Research

by Buffie Longmire-Avital There are numerous articles, studies, and discussion pieces outlining the benefits of the undergraduate research (UR) experience for students. For example, Madan and Teitge (2013) suggest that UR amplifies the knowledge gained by the student in the classroom. …

Using Critical Race Theory to Craft Undergraduate Research Experiences

by Buffie Longmire-Avital Nineteen years ago I was in the middle of my first year serving as head resident advisor (HRA) to an almost entirely first year residence hall. As the HRA I was responsible for organizing and providing monthly professional …

The Art of Crafting a Mentored CURE

by Buffie Longmire-Avital In my last post, I argued that course-based undergraduate research experiences (CUREs) can be a stepping stone for a student’s path toward mentored undergraduate research, but to yield equitable impact for historically underrepresented minority students (HURMS), CUREs must …

Reflecting on Course-Based Undergraduate Research (CUREs)

by Buffie Longmire-Avital Bangera and Brownell (2014) lay out a compelling list of barriers students encounter while attempting to engage in undergraduate research. The authors also argue that, given the institutional nature of some of these barriers (e.g., implicit bias or …

Diversity, Inclusion, and Equity, Oh My!

by Buffie Longmire-Avital Can we review the differences among diversity, inclusion, and equity work? I think we should. In blogs written by Meg Bolger and Dr. Geraldine Cochran we are given tools to work through our understanding and often mistaken conflation …

Seven Potential Barriers to Engaging in Undergraduate Research for HURMS

by Buffie Longmire-Avital There is no shortage of evidence celebrating the advantages of engaging in undergraduate research or its firm position as one of the 11 high-impact educational practices, such as the building of confidence and efficacy in students, being cited …

The Package I am In

by Buffie Longmire-Avital Years ago I was reading a book with my oldest son, who after looking at the various dyadic pairs of characters on a particular page began to observe out loud who “matched” and who didn’t. He then moved …

The High Impact of Engaging Race Consciously

by Buffie Longmire-Avital For over a decade, Kuh’s (2008) work on the critical importance of engaged learning has shaped the undergraduate college and university experience. Taking part in at least one engaged learning practice, dubbed “High Impact Practices,” at some point during …

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An International Center for Research on Engaged Learning