001 - International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022) Conference Proceedings

Covid-19 - Impact on Higher Education Revenue from International Students: A Review

The effects of the Coronavirus (Covid-19) pandemic on the Academic institutions were disastrous. Universities and colleges have witnessed the unprecedented catastrophic impact of the Coronavirus. International students in the higher education sector in the United States have carved a niche in the financial contribution of higher education. The international students' share is 56% of the total tuition revenue in U.S higher education. The United States of America, Britain, Australia, and the other European states have 30% revenue from international students. Most of the tuition fees have paid by the students or their families. Scholarships, aids, or donations contribute not much from the USA to international. The international students contributed $39.5 billion to the U.S. economy in 2018, and GDP was 20.5 trillion. The International students' economic contribution is close to 2% of US GDP. Due to Covid -19, the growth of international students in the United States declined from 6.3% to 5.5 % in the above period. The declines in fees for higher education were from $188 billion in 2019 to $189 billion in 2020 and $167 billion in 2021. This paper analyzes the Covid-19 - impact on global diversity and inclusion, its prospect, its impact beyond economics, its constraints and scope, and further positive steps to overcome the current situation., Sing, N. & Singh, C. B. (2022, May 13). Covid-19 - Impact on Higher Education Revenue from International Students - A Review [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Current Practices and Future Directions of Accommodating Students with Mental Health Needs in Higher Education Institutions

After having experienced Coronavirus pandemic, many people around the world started to face lots of new issues and to see outdated issues with different perspectives. One of them is mental health issues. This has been an issue for a long time, however, it started to impact our classroom in higher education institutions more severely. Therefore, the purpose the study is to present best practices of accommodating students with mental health needs in higher education institutions and to discuss how we can better accommodate these students via literature review. The author conducted literature review. The author mainly used database Eric, EBSCO, and Academic Search Ultimate using keywords accommodations, higher education institutions, mental health needs, and psychological issues. Any articles published before 2000 were excluded from the search. This review was more focused on accommodating students with mental health issues, rather than other disabilities. After generating about 15 articles related to this topic, the author conducted thematic analysis. Four themes were emerged via thematic analysis: 1) how faculty are responding and accommodating students with mental health issues in the classroom, 2) how universities are responding to this issue, 3) what students with mental health needs are experiencing in higher education institutions, & 4) how professionals discuss this issue. This study showed 1) many faculty feel limited resources and lack of understanding of accommodating students with mental health issues, 2) DSS (Disability Support Services) office has been offering same options of accommodations for students with mental health needs as other students with disabilities, 3) students with mental health issues often do not report to DSS or counseling services and 4) UDL (Universal Design for Learning) for students with mental health needs has been suggested in accommodating students with mental health needs. The meaning of UDL for students with mental health needs are discussed. This study will present implications to university faculty who want to accommodate students with mental health needs in the classroom more effectively. Additionally, higher education administrators will have better understanding of accommodating students with mental health issues in every aspects of their college lives via this study., Kim, Y. (2022, May 13). Current Practices and Future Directions of Accommodating Students with Mental Health Needs in Higher Education Institutions [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

A Design Thinking Approach to Develop Inclusive Advising

The purpose of this paper is to understand advising utilizing design thinking approach to develop ‘inclusive’ advising. Steps of design thinking will help in understanding the challenges and developing solutions to overcome them. This study will provide a framework for enhancing students experiences via advising. The conceptual framework from this paper will help in understanding current advising scenario and how to identify critical issues and develop workable solutions for inclusive environment for the students., Singh, T. & Croskey, J. (2022, May 13). A Design Thinking Approach to Develop Inclusive Advising [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Diverse Faculty Members' Satisfaction with Virtual Professional Development During the Covid-19 Pandemic

The study aimed to assess the level of satisfaction and perceptions of the diverse faculty members regarding virtual PDs during the COVID-19 pandemic. The focus of this study was to identify the level of satisfaction with three variables in mind: outcomes and content, trainers, and logistics. The participants are lecturers, assistant professors, associate professors, and full professors from 20 colleges at a significant Saudi university. Six hundred faculty members participated in this study. The study utilized a quantitative technique and an online questionnaire to gather essential data. The data was examined and tested for validity and reliability using SPSS software. Analyses such as the mean, standard deviation, and ANOVA tests explored the data. The study found no significant differences between males and females regarding content, trainers, and logistics. However, F-value was substantial for females in academic rankings related to the content, trainers, and logistics. Moreover, the virtual PDs events were generally well-received by all attendees, regardless of their academic rank or gender. This is the first study investigating faculty members' perception of virtual PDs events during the corona pandemic. This study is expected to assist university administrators, educators, and program developers in developing more practical educational plans in the event of a crisis. The study concluded with suggestions for program leaders and administrators and recommendations for further studies in this area., Bataeineh, M. (2022, May 13). Diverse Faculty Members' Satisfaction with Virtual Professional Development During the Covid-19 Pandemic [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Efficient Methods to Becoming Multilingual: Increasing Cultural Awareness

The need for cultural competency has increased with the expansion of globalization, the increased interaction through technology, and breakdowns in communication, inequities, and prejudice (Mareno & Hart, 2014). Cultural awareness in both multicultural (Lew & Siffrinn, 2019) and monocultural (De La Forest, 2018; Fuller & Ahler, 2012) classrooms is essential to ensure students learn the necessary attitudes, skills, and knowledge to form authentic relationships and become equitable leaders in a diverse world (Binger & Hassan, 2021; Mareno & Hart, 2014). Foreign language learning improves students’ cultural awareness (Cakir, 2006; Jin-feng, 2007; Ortuno, 1991), second language learning promotes cultural awareness in preservice teachers (Larke, 1990; Ward & Ward, 2003), and multilingualism deepens cross-cultural empathy and global ethics (Krajewski, 2011; Rolbin & Chiesa, 2010) yet foreign language learning can be difficult for students (Dickinson & Carver, 1980; Ganschow, Sparks, & Javorsky, 1998; Nation, 2014). The complexity and the difficulty in learning foreign languages can shy students away from learning a new language. Research shows theories, classroom methods, and individual traits to why there are struggles to language learning but there is a gap in the literature of helpful techniques of language learning through multilinguals’ perspectives. In this qualitative study, we sought to findefficient methods of learning foreign languages through interviewing and analyzing polyglots’ perspectives of their techniques to learning multiple languages. We compared multilinguals’ language learning methods to find commonalities that assisted in unraveling the complexities in foreign language learning and reduced the difficulties in learning new languages., Binger A. & Hassan, D. (2022, May 13). Efficient Methods to Becoming Multilingual: Increasing Cultural Awareness [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Experiential Learning from Different Cultures

I will be sharing my experiences from different cultures, which includes both national and international. As an academician I would like to highlight factors which are responsible for creating cultural shock in the higher education at national and international level. During my journey as an academician I visited many institutions of repute at national and international level. These visits have given me experience of diverse education system in developed country (A case of California State University, San Bernardino, USA) as well as in different institutions of the developing country (India). The experience gained during my small journey I came along with many factors which are clearly indicating the impact of “Cultural Shock” in different diversified education systems. I would be discussing different factors during my presentation at the panel discussion on May 13, 2022., Tripathi, V. (2022, May 13). Experiential Learning from Different Cultures. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Grand Challenges: Student Readiness to Engage in Efforts to Reduce Racial and Economic Inequality

The Grand Challenges for Social Work establish a comprehensive and action oriented agenda that positions practitioners as leaders of change in efforts to achieve large-scale differences in defining and strengthening the social safety net of society. This initiative brings opportunities to strengthen our commitment and contributions to addressing complex social problems across fields of practice (Barth, 2018). This sizable undertaking calls for innovative, research-based, and applied macro approaches that require a breadth and depth of professional competency with which social work students must be equipped. The overarching purpose of this study is to explore means to assess, support, and improve social work student preparedness to lead change efforts through the Grand Challenges (Flynn, 2017; Gehlert, Hall, & Palinkas, 2017). Since the Grand Challenges position practitioners as leaders of change, assessing if and how they acquire the knowledge and skills needed to address these goals is fundamental. Thus, this study explores social work student preparedness to address these challenges with particular attention to reducing racial and economic inequality. An instrument titled ‘Student Grand Challenges Skills Assessment’ was developed to capture acquisition of knowledge, values, skills, and meta-competencies needed to engage in social change efforts outlined in the Grand Challenges for Social Work. This self-rating survey was administered to students (n=354) at two points in time within a large MSW program. Items ask respondents to indicate their current level of ability and the extent to which the program’s curriculum and field experience facilitates such. Data specific to ability to reduce racial and economic inequality are explored. Findings indicate significant differences in cumulative scores; items related to racial inequality alone suggest that students were best prepared for these tasks. In fact, they were notably higher than both individual and average scores among all challenges variables. However, those related to economic inequality, without racial dimensions, had the lowest discrete and average scores among all challenges. Although a limited number of scholars have examined the implementation of the Grand Challenges in professional degree programs, it remains unclear if social work education is adequately preparing students to meet them. Regardless of the intersectionality between racial and economic inequality, students reported better preparation to engage in efforts to reduce racial inequality without economic considerations. This suggest that students need increased support in appreciating intersectionality, particularly in field settings. Means to improve students’ ability to appreciate and implement related practices are highlighted., Rine, C. (2022, May 13). Grand Challenges: Student Readiness to Engage in Efforts to Reduce Racial and Economic Inequality [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Implementing Collaborative Transnational Teaching and Learning Pedagogies: A Case Study

The pedagogical approaches adopted by faculty to teach concepts of management continues to be a challenge for faculty engaging such courses. The approaches adopted can be student centric or faculty centric. The current paper delves upon one such course where faculty adopted a student centric Collaborative Online International Learning (COIL) cross border approach to teach International Business through a student centric pedagogy. Such an approach can be a true challenge for institutions in both home and host countries, especially with respect to program design and implementation. This is a case study embedded in realism. In this paper the experiences of online cross border academic collaboration for one semester for students of Marketing Management is delineated. This initiative was a precursor to a more immersive interaction. The pedagogical initiative operated in USA and India. From the feedback received from students and faculty some important factors promoting engagement among students were identified. The findings suggest that program design and delivery are important in management of such initiatives if students are expected to develop global competencies. Collaborative Online International Learning (COIL) has emerged as an innovative way to provide intercultural exposure, engage the students with diverse backgrounds and engage them meaningfully in the current context., Singh, I & Singh, N. (2022, May 13). Implementing Collaborative Transnational Teaching and Learning Pedagogies: A Case Study [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Less Uniform Than You Might Think: A Brief Discussion of Diversity and Inclusion in Video Games

Over the years, video games have grown from being for just an exclusive few to being accessible to almost anyone. The video gaming community is often still thought of as primarily young white males, but this is no longer true. In this work, we will discuss some of the early history of diversity and inclusion in video games, including some pivotal moments thereof. We will then cover a couple of techniques used for increasing inclusion in video games, and end with some eye-opening statistics about the composition of the gaming community., Packard, B. (2022, May 13). Less Uniform Than You Might Think: A Brief Discussion of Diversity and Inclusion in Video Games [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Navigating Inclusivity Challenges at Offshore University Branch Campuses

Promoting the inclusion and belonging of international faculty members is a key concern in higher education. Research on this topic has largely focused on faculty experiences and best practices at Anglophone-country universities that employ faculty from around the world. This paper sheds light on inclusivity issues in a different higher education context: offshore international branch campuses of Anglophone-country institutions. The paper explores the views of faculty at Singapore- and Malaysia-based campuses of major Australian universities. These satellite campuses ostensibly promote an Australian ethos, yet they are primarily staffed by local professionals and are influenced by local cultural traditions--including local biases and hierarchies. This paper highlights the inclusivity challenges faced by internationalbranch campus faculty as they navigate these culturally complex settings. The findings presented in this paper draw from the author’s PhD research on the organization-based identity constructions of offshore faculty working at Australian university branch campuses. Employing a subjectivist ontology, constructivist epistemology and the methods of constructivist grounded theory, the author interviewed 37 branch-campus lecturers and leaders across four Southeast Asian campuses and used NVivo to conduct iterative analysis of interview transcripts. This paper presents select findings from this research. This paper overviews the inclusivity challenges of offshore university branch campus lecturers, demonstrating related issues through three participants’ cases. The paper shares extract from interview data with these participants and uses their cases to illustrate various aspects of inclusivity challenges in international branch campus settings. The inner workings of international branch campuses are significantly understudied, and there is a particular lack of knowledge about the views of non-parent-country branch-campus faculty about their roles and contexts. This paper contributes to this research gap, expanding knowledge on international university campuses and the challenges that offshore faculty can face. The paper also contributes to scholarship on higher education diversity, equity and inclusion (DEI), demonstrating the need for global universities to expand their inclusivity efforts to offshore campuses., Swenddal, H. (2022, May 13). Navigating Inclusivity Challenges at Offshore University Branch Campuses [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Need for Collaborative and Evidence-based Culture for DEI Commitment at Higher Ed

This conceptual paper will holistically discuss diversity, equity, and inclusion (DEI) in the context of higher education institutions in the USA. We will delineate the DEI-related planning and policies higher education institutions are undertaking, the existing challenges and provide recommendations on the best practices. The landscape of Higher education institutions is more diverse now than a decade ago. The shift is more evident among students than faculty and staff. According to the National Center for Education Statistics (NCES), college attendance increased among every racial minority group between 1976 and 2018. We can witness an upward movement in the socioeconomic diversity among students; Pell Grant recipients nearly doubled within the last two decades. The increase in student diversity over the past decades is indicative of the enduring success of the U.S. higher education system. This change also caters to the changing values, priorities, and needs of 21st-century College students. The evolution should be attributed to revising the missions and visions of the higher education institutions, systemic policy changes, diversity, equity, and inclusion (DEI) becoming the strategic priority of institutions and student activism. Higher education-related scholars have generated a robust body of evidence on the significance of DEI on college campuses. "Research has shown that diverse groups are more effective at problem-solving than homogeneous groups, and policies that promote diversity and inclusion will enhance our ability to draw from the broadest possible pool of talent, solve our toughest challenges, maximize employee engagement and innovation, and lead by example by setting a high standard for providing access to opportunity to all segments of our society." (President Obama, October 5, 2016) Even after the steady increase in diversity, U.S. colleges and universities face several challenges with DEI. The proposition that guides the flow of the paper is that institutions need to deepen theirDEI capacity to optimally facilitate the interplay between internal and external constituents that disrupt inequitable policies and practices and seek to create conditions for minoritized student populations to thrive. Consequently, this study draws on the conceptual framework of LePeau's (2015) Cycle of Continuous Commitments to Diversity and Inclusion. LePeau (2015) contextualized barriers to a partnership that are both seen and unseen in Academic Affairs (A.A.) and Student Affairs (S.A.) organizational cultures. LePeau argued that the normative separation between the two is related to "the premise that A.A. and S.A. are rewarded differently, that is, more often faculty are rewarded for working in isolation through individual scholarly pursuits for the tenure and promotion process while S.A. is rewarded for working collaboratively" (p. 99). LePeau's (2015) model points to the need to intentionally explore how institutional subcultures (whether it be academic affairs student affairs) related to the prospect of realizing an organizationally pervasive commitment to DEI (Rall et al., 2020) facilitated by the development of collaborations across subcultures. Another model that guided the paper is Data-Driven Decision Making (DDDM). DDDM is a process for deciding on a course of action based on data. As data systems and technologies have become more accessible and interactive, it has become easier to use data to inform decision-making. DDDM can move an organization toward an evidence-based culture focused on the future. It promotes decisions based on data, experimentation, and evidence rather than opinions or intuition. Based on the framework, this paper will point to the need for data governance in terms of DEI at higher education institutions and intentionally explore how institutional subcultures (whether it be academic affairs student affairs) related to the prospect of realizing an organizationally pervasive commitment to DEI (Rall et al., 2020) facilitated by the development of collaborations across subcultures., Singh, T. & Singh, A. (2022, May 13). Need for Collaboration and Evidence-based Culture for DEI Commitment at Higher Ed [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Role of Racial Discrimination in Disrupting Self-Regulated Learning Processes Among Undergraduates . . .

Forms of discrimination at both the societal and institutional level influence how racialized students view themselves and interact within higher education settings. The self-regulated learning (SRL) frameworks are student development models that seek to incorporate personal goals and motivations with perceptions of learning context expectations and goal structures (Karbenick & Newman, 2014). Learners successfully engaging in the self-regulated learning process are more likely to seek feedback and guidance with the goal of becoming more autonomous (Clarebout et al., 2010; Ryan et al., 2001). Academic help-seeking (AHS) is a fundamental skill for the performance and success of students within higher education settings. AHS is a form of adaptive behavior that helps students overcome learning challenges (Mihlon, 2010; Roussel et al., 2011; Ryan & Shim, 2012), which often results in higher grades (Ryan et al., 2005). HSB is a valuable adaptive skill that college graduates need to transition into various job markets that require effective collaboration and teamwork (Järvelä, 2011). Experiencing various forms of discrimination is predicted to significantly disrupt SRL processes. Specifically, perceived discrimination can lead to increased perceived threat of negative evaluation from others and decreased motivations to persist and achieve in educational contexts. Institutions have a responsibility to do what they can to mitigate any negative psychological, social, and academic effects of racial discrimination, but research is needed to identify detrimental mechanisms among different racial subgroups. An understanding of psychological factors related to academic help-seeking is essential for designing effective initiatives aimed at promoting these behaviors across student populations. Findings have the potential to identify specific mechanisms by which discrimination against BIPOC students within a higher education setting negatively influences academic performance and outcomes., Osborn, P. , Lopez, R., & Stone-Sabali, S. (2022, May 13). The Role of Racial Discrimination in Disrupting Self-Regulated Learning Processes Among Undergraduates at a Large Predominantly White Institution [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Teaching Teachers' Style and Professionalism

It takes a lot of hard work and effort to be a professional teacher or educator. It requires effort to go that extra mile for the students who need it, and it takes patience to continually grow and truly understand one’s craft as a teacher. That is why, to bring professionalism in teaching, a teacher is always learning and growing their craft for professional development. They are on an endless journey where they are always looking for new ideas or teaching strategies, ways to improve their skills, or new information that will help their students to succeed. Thus, they develop their professionalism and style in teachings through a set of values, behaviours and relationships that underpins the trust that the students have in their teachers. When it comes to instruction, it has been said that “hope” is not a strategy. A teacher cannot simply teach a lesson and “hope” students understand. Fortunately, there are proven and reliable instructional strategies that engage students in rigorous lessons at the same time it is important to note that there is not a “one-size-fits-all” instructional strategy. Whereas effective instructional strategies are proven ways that help students learn material and retain information. Beyond being an evaluative component, differentiation is necessary in order to maximize student success. Our students have diverse academic needs, and it is up to the teachers to ensure that each unique need is met through their teaching professionalism and style., Chandrachoodan, N. B. & Bindu, R. V. (2022, May 13). Teaching Teachers' Style and Professionalism [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Walk the Talk: Supporting the Equity Journey of Online Higher Education Institutions

This ongoing qualitative research study is being conducted to examine the processes by which faculty and staff at an online university moved from discussions of equity to the implementation of equity practices in the learning environment. The participants were 55 faculty and staff. As these are preliminary results, faculty and staff will complete two additional surveys after they complete their voluntary 21-day equity challenge and book discussion sessions. Preliminary results suggest their understanding of structural inequality, the intersectionality between race and poverty, and the systemic issues that confront students increased after participation in the virtual interactive game. In addition, preliminary results suggest faculty and staff feel more equipped to support diverse students in their care. These preliminary results are discussed in terms of potential implications for institutions working with fluctuating faculty and staff while working towards institutional equity and inclusion goals., Handy, T. & Fitzpatrick T. (2022, May 13). Walk the Talk: Supporting the Equity Journey of Online Higher Education Institutions [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

Walking the DEIB Talk in Higher Education

One would be hard-pressed to find a Higher Education Institution (HEI) without Diversity, Equity, Inclusion, and Belonging (DEIB; AACSB International, 2021) among its educational objectives. But “talking the talk” is different from “walking the walk.” In this research project, we offer a model to audit or document the ways in which both “the talk” (e.g., mission, vision, and strategy statements) and “the walk” (structure of the faculty, students, staff, courses, etc.) are enacted in a sample of schools from different backgrounds and contexts. A literature review is guiding the development of the model that will serve as a framework to document (or “audit”) how different schools “walk the DEIB talk.” Based upon the concept of a management audit (Brender, Yzeiraj & Fragniere, 2015) our framework can be used at different levels of organizational analysis (e.g., program, school, university, etc.) to assess the extent to which DEIB is vocally supported as well as factually maintained. This study offers one starting point to develop a DEIB audit that has the potential to improve the integrity and the impact with which HEIs, schools of business, or other focal units support diversity, equality, inclusion, and belonging goals. The research project provides an original, evidence-based framework that may be used to assess the thoroughness and the effectiveness with which diversity, equality, inclusion, and belonging goals are pursued by higher education institutions that include (but are not limited to) schools of business. In addition, this framework can be used in descriptive, normative, and even prescriptive ways., Olivas-Lujan, M. & Gomez, S. M. (2022, May 13). Walking the DEIB Talk in Higher Education [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

X-Cultural Tele-Practice/Tele-Learning

This paper presents data from a study on the effectiveness of a transdisciplinary model of instruction focused on preservice speech-language pathology graduate students (SLPs) in the United States and undergraduate students in Spain with global developmental delay. The C3 Model (Naugle & Lecea-Yanguas, 2017) is a open-structured, peer-to-peer (P2P) format that permits faculty from multiple disciplines to collaborate while supporting learners who are developing career-oriented skills. Faculty in Communication Disorders, Linguistics, Literature, and Special Education collaborate, employing the model, and facilitate the English language acquisition needs of the global developmentally delayed students in Spain and the clinical practice needs of the SLPs. The model has been especially effective post-COVID-19, as it offers an opportunity for both sets of students to expand beyond the confines of their respective countries and cultures and to engage in learning that is mutually beneficial, under the supervision faculty specialists. The research answers the question, “To what extent is this P2P model effective in cognitively disparate populations.” The authors will present research on English language acquisition of undergraduate students in Spain with global developmental delay who participated in P2P learning with graduate students in Communication and Speech Disorders in the United States, using a virtual platform. This cross-cultural, virtual approach addressed an immediate need for the students in Spain, requiring language training, and the students in the US, requiring supervised clinical practice. The authors will also describe and discuss ongoing tele-practice and tele-learning between multiple countries and cultures., McCarthy, M. P., Walliser, M. & Naugle, W. (2022, May 13). X-Cultural Tele-Practice/Tele-Learning [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435