June 21, 2021More than Words: Inclusion and Equity for Students with Disabilitiesby Caroline J. KetchamHopefully Extreme’s 1990 “More than Words” is starting to percolate in your head. Although you may not attach this song to inclusion and equity in higher education, the message of these lyrics is basically: Your actions are more meaningful than…
January 11, 2021Resources and Strategies for Creating More Inclusive Teaching-Learning Spacesby Andrea N. HuntThe 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 was developed based…
July 2, 2020Critical Mentoring in HIPs: A Reparative Frameworkby Buffie Longmire-AvitalAfter 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 all needed a…
June 30, 2020Democratizing Undergraduate Research Mentoringby Eric E. HallThe 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 lives for many Black…
April 2, 2020Critical Mentoring is Custom Fitted to the Studentby Buffie Longmire-AvitalThere 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 et al., 2012),…
February 19, 2020CEL Scholar Longmire-Avital Presents at HIPs in the StatesDr. 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. How to cite this post: CEL Scholar Longmire-Avital…
December 17, 2019Establishing Equity in Study Abroad Experiences: Three Recommendationsby Buffie Longmire-AvitalStudy 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% of study abroad…
November 5, 2019The Intersectional Context of Black Women Studying Abroadby Buffie Longmire-AvitalIn 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.” Nearly 14 years…
September 3, 2019“Where are you from?”: Studying Abroad while at the Intersections between an American and Racial Minority Statusby Buffie Longmire-AvitalIn 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 the potential obstacles…
August 6, 2019Study Abroad: A Critical Diversity, Inclusion, and Equity Issueby Buffie Longmire-AvitalAs 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 racial and ethnic…