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My professional perspective upon completion of the Masters of Higher Education in Student Development and Leadership program is to further my education and obtain a P.H.D in Education. After that my goal is to become a Director of Diversity and Inclusion on a college campus.

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Exploration Option 2 - National Education Association (NEA) Legal and Ethical Issues in Diversity and Inclusion

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Exploration Option 2 - National Education Association (NEA) Legal and Ethical Issues in Diversity and Inclusion

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Throughout my research of this website were the assumptions many educators create when it comes to a culturally diverse classroom. One assumption that stuck out to me was some teachers believe understanding diversity does not play a role in learning. When in result creating a culturally diverse platform in the classroom allows students to be exposed to a variety of backgrounds which in result can help the student develop critical thinking skills and grasp a better understanding of their fellow man.

Another assumption from teachers about maintaining a culturally diverse classroom was the lack of ability to identify what exactly exemplifies a diverse student. Many teachers may fail to educate themselves on exactly what makes a student diverse.

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By Kathryn Plank and Stephanie Rohdieck

Diversity isn't always visible, but it's always present, relevant, and an integral part of student learning.

Most faculty want to make their classes as inclusive as possible, but sometimes we have assumptions that get in the way of exploring all of the possibilities for inclusion. We can begin by examining some assumptions about diversity.

Assumption 1: "My students aren't diverse."

Many faculty teach at institutions or in departments where students appear to be relatively homogenous. We often talk to teachers who will comment, for example, that most of their students are white, male, and 20 years old.

First, this raises the question, "Why isn't there more diversity in your school or department?" The apparent lack of diversity is what makes diversity an issue in your class.

Second, simply because your students are visibly similar does not mean they are homogeneous. Think about all the aspects of your own identity: ethnicity, gender, religion, social class, country or region of origin, age, physical ability, family background, sexual orientation, educational history, physical appearance, learning style. You could probably identify many aspects of your identity that influence who you are in the classroom.

Our students are no less complex. Each student is a unique combination of experiences and identities, most of which will be invisible to us. We may see them for three hours per week for a lifetime total of only 45 hours or so. Our classes take place in the larger context of their lives. Anything we bring into the classroom has the potential to connect to their lives, often having an emotional impact (good or bad) that can affect their learning. We won't always know when, how, or why these connections occur, but we need to assume they will and be open to them.

It's all too easy to slip into the bad habit of making assumptions based on outward appearance. We knew one student who looked like a typical 20-year-old white male from the Midwest, a category that is often dismissed as immature and provincial. This student, however, was a veteran who had recently been in combat in Iraq and brought to class a set of experiences that one could not expect just looking at him.

Students are diverse in more ways than we will probably ever know, but starting with the assumption of great diversity opens our classrooms up to exciting and constantly changing possibilities.

Assumption 2: "If everyone is diverse, then why does it matter?"

Sometimes discussion of diversity stops at recognizing that we're all different. As teachers we also need to consider how those differences can affect the learning environment in both positive and negative ways. Not only do our classes take place in the context of our students' (and our own) lives, they also occur in the larger context of the world around us. We do not teach in a vacuum. We live within the power dynamics of society at large, and our classes can reinforce, interrupt, or make visible that power.

What happens in the classroom sometimes reinforces inequities outside the classroom. We found an example in this student quote from Interrupting Heteronormativity (Gupta, Farrell, & Queen, 2004):

I took French classes last year, and even though my TA seemed very liberal, as part of getting us to speak in French, she'd ask questions like, "How would you describe your ideal boyfriend?" and "How would you describe your future plans for marriage and children?" I know it was unintentional, but it felt like my whole existence was erased.

The instructor in this case obviously didn't intend to hurt anyone, but nonetheless, the impact the student felt was powerful, given greater weight because of inequality outside the classroom.

Contrast this to a sample math problem from the same article: "If Dave and Bob want to buy a $200,000 house but only make $25,000 annually, how should they budget?"

It's a simple example, but one that teaches more than simple math. It interrupts heteronormativity and makes visible the invisibility the previous student commented on, while also creating the opportunity for all students in the class to stop and think. A student who goes on to become a mortgage broker will not only know how to calculate the numbers (and perhaps counsel Dave and Bob to look for a smaller house), but also be more aware of the variety of potential clients.

The goal is not to try to make special accommodations for gay, African-American, or female students, which oversimplifies student identity and casts certain students as "the Other." Disability studies such as by Ben-Moshe (Building Pedagogical Curb Cuts: Incorporating Disability in the University), offer another useful way of examining the interaction of individual identity and cultural norm:

The social model of disability suggests that disability is not individual deficit but one way of understanding difference amidst narrow definitions of normal. An individual may experience an impairment, but this is not inherently negative. Further, it is not a disability until interacting with inaccessibility and ableism. In this way, difficulties in school must be considered from a broader environmental context. Rather than asking what the student needs to change to succeed in the classroom (or stating that certain students do not belong in our classrooms), the social model asks, "What needs to change about the classroom and the teaching to make learning happen for this student, to allow the student to show all that she or he knows?

This model gives us the concept of Universal Design for Learning, in which teaching is designed to improve the learning of all students.

Assumption 3: "But this doesn't have anything to do with learning."

One reason many teachers avoid talking about diversity is the idea that teaching "values" is not our job. But in reality, value-free teaching does not exist (McKeachie, 2002). When we choose what content to teach and what to leave out, when we select examples, when we develop our teaching methods, when we design our assignments, we make decisions about what we value and we communicate those values to our students.

Obviously, creating a safe and welcoming classroom environment has a lot to do with learning. But the relationship between understanding diversity and facilitating learning goes deeper. By helping our students appreciate diversity, we can also make them better thinkers.

Whenever we ask instructors what their goals for a course are, invariably they say, "critical thinking." They talk about students understanding and evaluating multiple perspectives, becoming aware of the complexities of their positions, and seeing alternative ways of solving problems.

William Perry's scheme of Intellectual and Ethical Develop-ment (1970) defines four main stages that students progress through, starting with "dualism" (there's a right answer) to "multiplicity" (there's no way to tell what's right) to "contextual relativism" (there's a way to use evidence to prove a position) and finally, to "commitment." It is this final stage that instructors hope their students will achieve: when they will go out in the world and cope with uncertainty, define their own values and identity, make educated choices, evaluate options, create new knowledge, and become lifelong learners.

What better way to help them achieve those goals than to create a course which explicitly incorporates diversity, challenges assumptions, and invites multiple perspectives?

References & Resources

Ben-Moshe, L., Cory, R. C., Feldbaum, M., & Sagendor, K. (Eds.). (2005). Building Pedagogical Curb Cuts: Incorporating Disability in the University. Publication of the Graduate School, Syracuse University.

Gupta, N., Farrell, K, & Queen, M. (Eds.). (2004). Interrupting Heteronormativity: LGBT Pedagogy and Responsible Teaching at Syracuse University. Publication of the Graduate School, Syracuse University.

Kaplan, M., & Reed, B. G. (2005). But how can I talk with faculty about that? Approaches to consulting around multicultural issues. In M. Ouellett (Ed.), Teaching Inclusively. Stillwater, OK: New Forums Press.

Marchesani, L. S., & Adams, M. (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. New Directions for Teaching and Learning (52), 9-19.

McKeachie, W. J. (2002). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers, 11th ed. Boston, MA: Houghton Mifflin.

Perry, W. G. (1970). Forms of Intellectual and Cognitive Development in the College Years. New York: Holt, Rinehart, & Winston.

Sellers, S. L., Friedrich, K., Saleem, T., & Burstyn, J. N. (2005). Case Studies in Inclusive Teaching in Science, Technology, Engineering and Mathematics. The Board of Regents of the University of Wisconsin System.

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By Kathryn Plank and Stephanie Rohdieck Diversity isn't always visible, but it's always present, relevant, and an integral part of student learning. Most faculty want to make their classes as inclusive as possible, but sometimes we have assumptions that get in the way of exploring all of the possibilities for inclusion.

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Exploration Option 2 - The American Council on Education (ACE) Legal and Ethical Issues in Diversity and Inclusion

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Exploration Option 2 - The American Council on Education (ACE) Legal and Ethical Issues in Diversity and Inclusion

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In my review of the ACE website, I came across several articles surveying the relationship between Freedom of Speech and Diversity and Inclusion on college campuses.

In another survey amongst college presidents the results showed that college presidents believe it is more valuable for students on campuses to be exposed to several different types of speech whether offensive or biased compared to filtering certain types of speech.

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This section includes information about ACE's work in the topic areas of Diversity in Leadership, Gender Equity, and Racial/Ethnic Minority Students in higher education.

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Exploration Option 3 - Inside Higher Education

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Exploration Option 3 - Inside Higher Education

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After the attempted shooting at a church in Kentucky and the mass shooting at a Pittsburgh synagogue white supremacy posters went up around the campus of Cal State San Marcos. The President of the university quickly took the poster down and apologized and sent condolences to those impacted.

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Days after two campuses in Vermont were plastered with "It's OK to be white posters," white nationalist posters appeared at California State University San Marcos. University officials removed the posters, The San Diego Union-Tribune reported. The newspaper quoted President Karen Haynes, who referenced the impact of these posters going up after recent "horrific shootings" in Kentucky and Pittsburgh.

"While we grieve for the victims and offer our support to those impacted -- the survivors, their friends, family members and loved ones -- I want to be clear: White supremacy and anti-Semitism, or any other doctrines that expose hate and elevate one group above another, have no place at Cal State San Marcos," she said.

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Hate Group Posters at Cal State San Marcos

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Days after two campuses in Vermont were plastered with "It's OK to be white posters," white nationalist posters appeared at California State University San Marcos. University officials removed the posters, The San Diego Union-Tribune reported. The newspaper quoted President Karen Haynes, who referenced the impact of these posters going up after recent "horrific shootings" in Kentucky and Pittsburgh.

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Exploration Option 3 - The Chronicle of Higher Education

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Exploration Option 3 - The Chronicle of Higher Education

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The president of the Asian-American Women's Association at Harvard speaks out on her connection and alienation from other students on campus. This article follows a current case between Harvard and Student for Fair Admissions.

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Jessica Rinaldi, The Boston Globe via Getty Images

In federal court here on Monday, Catherine Ho described mochi, a sweet Japanese rice cake.

Ho, co-president of the Harvard Asian American Women's Association, explained how the organization recently invited fellow students to make the popular confection at a cultural event it sponsored. "Education," said Ho, a sophomore, "is not just what you learn in the classroom."

For the last two weeks, testimony from admissions officials and statistical experts has dominated a high-profile lawsuit that pits Harvard University against Students for Fair Admissions, a group alleging that the institution discriminates against Asian-American applicants. As the trial entered its third week, the court finally heard from a handful of Harvard students and recent graduates, all of whom were minorities.

One by one, eight witnesses described their personal experiences at a university that they cast as a work in progress, a place where minority students feel welcome in some ways but excluded in others. They described moments of both connection and alienation on the campus. And they explained why they believe an applicant's race should matter in admissions, just as it matters in the stories of their own lives.

Ho, who grew up in Kentucky, said her parents had fled Vietnam as refugees. She later described her family's experience in her application essay to Harvard. When she viewed her admissions file after enrolling at the university, she said, "I was a little creeped out."

Yet when Ho saw admissions officers' complimentary notes about her essay, she called her parents to tell them. It was a sign, she said on Monday, "that our story mattered."

Since enrolling at Harvard, Ho has helped organize gatherings that bring together students representing different minority groups. Last fall the Harvard Asian American Women's Association co-sponsored an event called "Anti-Black Racism in the Asian-American Community," where a diverse group of students engaged in frank discussions.

Such exchanges, Ho said, have been a crucial part of her educational experience at Harvard. So, too, have opportunities to engage, one on one, with other minority students. Like the black roommate with whom she discussed a racial incident on the campus. Or the Latino student with whom she's discussed how first-generation students often feel great pressure to succeed. "By recognizing these experiences, we can be stronger together," she said.

Like most witnesses who testified on Monday, Ho conveyed some ambivalence about Harvard. In court documents filed this past summer, she expressed concerns about allegations that Harvard's admissions office is biased against Asian-American applicants. Still, as she told the court on Monday, she supports race-conscious admissions programs.

A lawyer asked Ho to reflect on what would happen if Harvard weren't able to consider applicants' race, and if, as a result, the number of minority students on the campus declined. Would that affect her experience?

"Without a doubt," Ho said. For the worse.

'I Could Finally Breathe'

To some observers, the testimony of students and alumni might have seemed like a mere interlude, even a distraction. It was a quiet day in a trial that has seen several heated exchanges. The plaintiff's lawyers asked few questions, declining to cross-examine most witnesses.

Yet the vivid, at times heart-wrenching testimony delivered context that could help shape the case's outcome. At the outset of the trial, a lawyer for Students for Fair Admissions said that "diversity is not on trial here." Yet lawyers representing Harvard and several student and alumni organizations have proceeded as if diversity, its benefits, and race-conscious admissions programs everywhere are, in fact, on trial.

In question after question on Monday, those lawyers asked the Harvard students and alumni to explain how the university's diversity had appealed to them as applicants and had benefited them, in classrooms, dining halls, and dorm rooms. If nothing else, the witnesses' nuanced answers illuminated the complexity of minority students' experiences on elite campuses.

Itzel Libertad Vasquez-Rodriguez, a 2017 graduate who described herself as an indigenous Mexican-American, recalled learning about the Israeli-Palestinian conflict from other students. Being around people from different racial and ethnic backgrounds, she said, had made her more curious as well as "a more critical thinker and a more independent thinker."

Yet Vasquez-Rodriguez also described the uncomfortable feeling of seeing many white faces on campus, of walking into campus buildings named for white men. "Over time, that really started to wear on me," she said. In classes where most students were white, she testified, she often felt nervous and unwilling to speak up. If the number of black and Hispanic students were to fall, she said, "it would be catastrophic to a person like me."

Despite some negative experiences, Vasquez-Rodriguez found comfort in campus organizations for minority students. "In these groups, I could finally breathe," she said, "and I could be myself."

Sarah Cole, who graduated from Harvard in 2016, also described minority-student organizations as a force that kept some underrepresented students going. A former president of the Black Student Association, Cole said that such groups supported students in ways that the university did not, giving them "a strong community they could lean on."

If the number of underrepresented minority students declined, Cole said, "there would be fewer students to do that work."

'My Story Was Heard'

Thang Q. Diep, a senior at Harvard, told the court that Harvard needs greater intraracial diversity. Diep, an immigrant from Vietnam, described his feelings about the relatively low representation of some Asian-American subgroups on the campus.

"It's sucky," he said.

When a lawyer politely asked him to choose a different word, the courtroom erupted in laughter.

The judge laughed.

And Diep laughed, too.

"I've felt marginalized," he said, turning serious.

Still, Diep, an aspiring pediatrician, said learning how to collaborate with nonwhite students at Harvard had deepened his understanding of cultural identity and shaped his thinking about the kind of doctor he hopes to become.

"How can you look at young people in a way that's very holistic, and take into account the full experiences of their background?" he said. "To see people as people and not just a single identity?"

Perhaps no one's story was as powerful as Sally Chen's. A senior at Harvard, Chen described how a university employee, apparently mistaking her for a tourist, once told her she had to leave a campus building. In that moment, she said, she felt "perpetually foreign."

Yet Chen described her acceptance to Harvard as a triumph. Years ago, she said, her high-school counselor advised her that application essays about the experiences of Asian-Americans were "overdone."

Yet she ignored that advice, writing about what it was like to be the daughter of Chinese immigrants, an experience she related to Invisible Man, the novel by Ralph Ellison. "It was really fundamental to who I am," she said. "I don't think I could've left it out."

"There's no way in which flat numbers and resume could've gotten across how much of a whole person that I am."

If Harvard's admissions office hadn't been able to consider her race, Chen told the court, she didn't think she would have ended up in Cambridge, Mass. "There's no way in which flat numbers and résumé could've gotten across how much of a whole person that I am," she said. "My story was heard."

In Grutter v. Bollinger, in 2003, the U.S. Supreme Court upheld colleges' consideration of applicants' race, among many factors, to further a compelling interest in "the educational benefits that flow from a diverse student body." A key piece of evidence in that case: the University of Michigan Law School's detailed description of specific applicants who had benefited from its consideration of race, ethnicity, and other contextual information beyond grades and test scores. In a case laden with data, those personal stories stood out.

Whether the stories shared on Monday might carry any weight with the judge remains to be seen. But for the throngs of minority students packing the back of the courtroom, many wearing light-blue "Defend Diversity" T-shirts, those stories, at least for one day, mattered a lot.

Eric Hoover writes about admissions trends, enrollment-management challenges, and the meaning of Animal House, among other issues. He's on Twitter @erichoov, and his email address is eric.hoover@chronicle.com.

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At Harvard Trial, Statistics Give Way to Personal Stories About Diversity

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Current and former students on Monday described why race matters in admissions.

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Legal and Ethical Issue of Interest to Me - Students for Fair Admissions

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Legal and Ethical Issue of Interest to Me - Students for Fair Admissions

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While researching through the several articles one particularly stood out to me. This article spoke about several college student's who either currently attend or attended Harvard University were mistreated due to their race.

This article interested me because the passion the non-profit membership group "Students for Fair Admissions" fight and believe with to help those who are treated wrong because of their race, religion, or socio-economical background is nothing short of inspirational.

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What I learned about Diversity, Inclusion, and Equality on College Campuses and in the Community

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What I learned about Diversity, Inclusion, and Equality on College Campuses and in the Community

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The first step into understanding Diversity and Inclusion as a whole is to thoroughly know exactly defines it. Diversity and Inclusion can be describes through age, sex, race, ethnicity, religion, socio-economical statuses and more. This topic is one that everyone needs to be educated on because it impacts our everyday life. The beauty of this world is the ability to connect with someone from a completely different culture or background because it is from that relationship we can grow. The more Educators know about this subject the more successful they can become.

Many Legal and Ethical Issues can stem from this topic. Alienation in your own community or campus is one that is a current issue. Failure to acknowledge ones beliefs or to believe one is above the other is another current issue. Hate and prejudice negatively impacts others as well. Many employers and even colleges have been caught basing applicants approval strictly on race, sex, or class and this is a huge moral red flag.

As a Director of Diversity and Inclusion on a campus this is an area I am passionate to be involved in. To oversee this division of Student Affairs gives me the opportunity to work with students who I can connect with and encourage to be themselves. To be working alongside student clubs and organizations who are proud of their race, sex, religion etc. is a career path I use my platform to develop and grow future leaders.

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Researching Diversity, Inclusion, and Equality on College Campuses and in the Community

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Researching Diversity, Inclusion, and Equality on College Campuses and in the Community

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After searching online for an article related to this topic, I came across this journal from The College of St. Scholastica. This article discusses the benefits of diversity towards college campuses and students all together. This article also gives us the most accurate description of what exactly it means to be diverse.

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Diversity has become something of a buzzword amongst college administrations in recent years. Higher education institutions have long experienced a push to serve a more diverse student body, but many don't know where to start.

Public Supreme Court cases like Fisher vs. University of Texas have called into question the benefits of affirmative action - the policies institutions engage in effort to improve opportunities for historically excluded groups in American society through facets of their admissions processes, according to the National Conference on State Legislatures (NCSL).

The controversy surrounding this case has, in part, reinvigorated a nationwide conversation about diversity on college campuses. But before finding the answers we seek surrounding these ever-important issues, we must first determine the right questions to ask.

As America's generation of up-and-coming young adults, consider the following four questions answered by higher education experts and research studies surrounding the topic of college diversity.

What do we mean when we talk about diversity in college?

Diversity is a term that can be paired with as many definitions as there are individuals seeking to define it - but these definitions have several things in common. In a broad sense, diversity is the compilation of a comprehensive collection of cultures, ideas, people and traditions. In fact, the term itself is derived from its Latin root, "diversus," which translates, quite simply, to mean "various." Diversity as a buzzword often becomes interchangeable with the word multicultural, or the acceptance of diverse racial, cultural, social and economic groups.

So, with all of this in mind, what does 'diversity in college' mean? "The first step in addressing diversity in college is for institutions to offer a variety of curricular and co-curricular opportunities that include topics about people of different ethnicities, races, ages, abilities, sexual identities, religions and classes," explains Naeemah Clark, associate professor at Elon University, where she teaches courses on media representation of diversity. She's also served on the LGTBQIA task force, the Inclusive Community Council and co-chaired the campus Social Climate Task Force.

"Diversity in college also means that there are opportunities to learn about the intersection of all these different identities," she adds. "Colleges and universities must offer [resources] where students from all backgrounds can learn how to better talk about and think about diversity and inclusivity in ways that are helpful."

In addition to offering resources to help students craft their own definitions of diversity, it is equally important for colleges to agree on an operational definition of diversity that will lead to positive campus outcomes.

Why do college campuses need diversity?

The national conversation surrounding diversity on college campuses hinges on the question of its true benefit to young students. While some may argue otherwise, there are proven ways - supported by ample research - that a diverse college campus benefits its students.

America's population is now more diverse than ever - in fact, by 2050, it is predicted that our nation will have no clear racial or ethnic majority. People of color today make up about 36 percent of the American workforce, while the Census Bureau projects that one in two workers will be a person of color by 2050.

In the effort of preparing young people to successfully enter the workforce, it should be a core facet of colleges' and universities' missions to expose students to diverse communities that foster innovation, creativity, acceptance and adaptability.

A number of research studies have been conducted by the American Council on Education (ACE) and the American Association of University Professors (AAUP) to deduce the tangible benefits that support colleges and universities in recruiting and admitting a diverse student and faculty population. Some of the findings include the following:

Racial and ethnic diversity has both direct and indirect positive effects on the educational outcomes and experiences of college students.

Racial and ethnic diversity has a direct positive influence on students' beliefs about the quality of education they received.

Faculty members believe that diversity helps all students achieve the essential goals of a college education.

Where do institutions go wrong when it comes to diversity & inclusion?

It's one thing for higher education institutions to recognize the need for diversified campuses, but the task of implementing these beliefs can be easier said than done. For example, many colleges work hard to hire, recruit and admit faculty members and students from a diverse array of backgrounds. But that's just the start.

"Diversity has to be a part of the mission of what the university is doing across the board," Clark explains. "A university has to be clear in its goals that supporting diversity and inclusion makes the university and its students excellent, not just compliant."

Further than assembling a diverse student body, schools should also focus on what happens after admissions, fostering meaningful interactions between people from differing backgrounds. The focus can't solely be on structural diversity, but should also be on interactional diversity, otherwise students will fall into the all-too-comfortable habits of self-segregation.

College offers young adults a one-of-a-kind opportunity to live in close quarters with people from drastically different backgrounds, whether those differences hinge on race, cultural norms, economic status, sexual orientation or a host of other factors. If administrations are not doing their part in encouraging positive interaction, they will ultimately do a disservice to their students.

How can college students enter into & stay involved in this conversation?

Just as colleges and universities need to do their parts in promoting diversity and positive interactions, students should also be proactive in seeking out campus organizations and activities that can help them play an active role in their own experiences.

"Students interested in diversity-related issues should get involved in diversity-related organizations. If one doesn't exist, start one!" encourages Chester Goad, a university administrator and graduate instructor who is also a member of the Board of Directors for the Association on Higher Education and Disability (AHEAD). He also suggests getting involved in student government, and even conducting personal research by focusing class projects and papers on issues relating to diversity, equality and inclusion.

Clark suggests also searching for courses and degree tracks that include diverse topics, such as social justice, poverty and gender studies. Offerings like these can demonstrate a school's commitment to introducing its students to ways in which they can broaden their personal experiences and platforms of knowledge.

With that being said, taking advantage of the opportunities your school offers can be critical to your experience, since it's up to you to get involved. You can learn more about the resources available to you by contacting your school's Office of Diversity and Inclusion and paying attention to the ways your school has seen positive outcomes surrounding these topics in the past.

Above all else, don't hold yourself back. "Students can't be afraid to go to events," Clark iterates. "They come to college to improve themselves, and they can't do that by hanging in their dorm rooms watching Netflix."

Discover a college campus that supports your passions

As the research and words of higher education experts have demonstrated, the importance of diverse college climates cannot be understated. And while colleges and universities can do much to improve their processes, don't forget to play an active role in your own experience as a college student.

You can learn more about the various resources, events and leadership opportunities available to you along your higher education journey by visiting The College of St. Scholastica's Office of Diversity and Inclusion information page, where you can also learn more about why diversity matters to CSS.
The College of St. Scholastica

The College of St. Scholastica is an independent private Catholic Benedictine college with locations across Minnesota, in addition to many high-quality programs available online and through convenient evening and weekend formats. Since 1912, St. Scholastica has been preparing students for a life of purpose and economic gain by engaging students in the love of learning and active citizenship in the world. Our mission is to provide intellectual and moral preparation for responsible living and meaningful work.

Connect with The College of St. Scholastica

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What does 'diversity in college' actually mean? And 3 other questions we should be asking

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Diversity has become something of a buzzword amongst college administrations in recent years. Higher education institutions have long experienced a push to serve a more diverse student body, but many don't know where to start. Public Supreme Court cases like Fisher vs.

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Researching Diversity, Inclusion, and Equality on College Campuses and in the Community

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Researching Diversity, Inclusion, and Equality on College Campuses and in the Community

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In my search through the Angelo State Library, I found a book titled "New Dimensions in Community Well-Being" authored by Craig Talmage and Richard Knopf. This book discusses the three tools needed to build a positive and successful community environment.

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New Dimensions in Community Well-Being | SpringerLink

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This volume addresses new innovations in quality of life and well-being from the perspectives of the individual, society and community. It aggregates the perspectives, research questions, methods and