Center for Engaged Learning | Diversity and Inclusion

Resources and Strategies for Creating More Inclusive Teaching-Learning Spaces

by Andrea N. Hunt The Sheridan Center for Teaching and Learning (2017) at Brown University defines inclusive teaching as “an explicit intellectual and affective inclusion of all students into our fields and disciplines, through course content, assessment, and/or pedagogy.” This definition …

Critical Mentoring in HIPs: A Reparative Framework

by Buffie Longmire-Avital After a week of rain, my two sons and I pulled out the picnic blanket, rounded up board games, and headed outside for much needed sun and play. The days of pandemic virtual learning are long; we …

Democratizing Undergraduate Research Mentoring

by Eric E. Hall The last few months have been incredibly trying as we try to navigate life with COVID-19 and more recently the resurgence of #BlackLivesMatter and advocating for antiracism after a series of senseless attacks and loss of …

Critical Mentoring is Custom Fitted to the Student

by Buffie Longmire-Avital There is no shortage of research on the importance of mentorship within high impact practices for students from underrepresented minority backgrounds. We know that mentorship builds resilience (Inman, 2020; Ramos 2019) and facilitates retention (Davis, 2017; Wilson …

CEL Scholar Longmire-Avital Presents at HIPs in the States

Dr. Buffie Longmire-Avital presented her CEL Scholar work on historically underrepresented minority students and high-impact practices at HIPs in the States on February 19. Read her blog posts on the topic here.

Establishing Equity in Study Abroad Experiences: Three Recommendations

by Buffie Longmire-Avital Study abroad is still a high impact practice (HIP) with massive racial and ethnic disparities in participation rates and destinations. According, to NAFSA data, nearly 71% of students who study abroad identify themselves as white and 54% …

The Intersectional Context of Black Women Studying Abroad

by Buffie Longmire-Avital In considering the intersectional context of Black women studying abroad, Willis (2015) channels Maya Angelou who writes that the Black woman exists in a “tripartite crossfire of masculine privilege, white illogical hate, and Black lack of power.” …

“Where are you from?”: Studying Abroad while at the Intersections between an American and Racial Minority Status

by Buffie Longmire-Avital In my previous blog, I discussed the common barriers students (including my collegiate self) encounter when considering a study abroad experience. Although, there is a growing discourse around the effective steps to address these barriers, discussion about …

Study Abroad: A Critical Diversity, Inclusion, and Equity Issue

by Buffie Longmire-Avital As of the 2016-2017 academic year, approximately 1.6 percent of students enrolled in a post-secondary institution in the U.S. have completed a study abroad program (NAFSA 2019). Despite the steady gains in study abroad engagement, disparities in …

Tackling Inequitable Opportunity Structures in HIPs

by Buffie Longmire-Avital As of 2017, 41- 43% of full-time undergraduates who are between the ages of 16 – 24 – and who are not considered heads of households or supporting dependents – are working. When comparing the rates of …

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