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
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
This study evaluated barriers to diagnosing and management of asthma in school age children in Northwestern Pennsylvania utilizing a modification of the Physician Asthma Care Education (PACE) presentation and survey.
