Promoting Diversity, Equity, and Inclusion: An Examination of Diversity-Infused Faculty Professional Development Programs

Given the national and global demographic trends, diversity, equity, and inclusion (DEI) are topics of discussion in U.S. higher education institutions. Most post-secondary institutions include DEI initiatives and mission statements, including implementing inclusive frameworks and approaches. These approaches include universal design for learning (UDL), inclusive pedagogy, or multicultural education. The UDL approach and inclusive teaching practices allow university faculty and staff to teach with a structural design that could accommodate diverse learning needs and provide the additional support or differentiation needed for vulnerable or marginalized students. In this study, we infused DEI-focused inclusive pedagogy into faculty professional development (PD) programs such as workshops, events, courses, and additional resources. Qualitative data from the follow-up survey demonstrated the instructors’ positive attitudes and adoption of inclusive teaching practices reflecting UDL principles. The findings of this study indicate practical implications for instructional design and the development of faculty PD programs in higher education

International Students' Experiences of Content Language Integrated Learning in a Korean University: Focusing on Korean as a Medium of Instruction

This study explores international graduate students' experiences of content-language integrated learning (CLIL) at a university in Korea. This study focuses on a course that allows international students to simultaneously learn the Korean language and content knowledge. Korean as a medium of instruction (KMI) was applied to 16 international graduate students in two graduate courses during the 2021 Fall semester. The survey examines the perception and satisfaction of students' experiences in the KMI classes. Among survey participants, interview applicants were selected for in-depth interviews. Study results showed that international graduate students developed content knowledge through KMI classes. They also improved their Korean language ability. Overall, international students were generally satisfied with KMI classes. However, it is difficult for international students to dramatically enhance their Korean academic proficiency within one semester. Recommendations are provided on effectively conducting CLIL classes, such as KMI for international students in higher education