Teaching Tip: Development of a 1-Week Intensive Course on Diversity and Equity in Veterinary Medicine

While colleges of veterinary medicine continually strive to promote diversity and inclusion on their campuses, few offer dedicated diversity courses within their curriculums. This article provides details on the development and implementation of a 1-week intensive course on equity and diversity in veterinary medicine, discusses the strengths and challenges encountered, and provides suggestions for those seeking to develop similar learning experiences into their curriculum. This selective course was developed to introduce students to the principles of social justice and provide them with the opportunity to examine systems of power, privilege, and oppression within the context of veterinary medicine.

U.S. Social Justice Spaces and Global Justice: Integrating International Students for the Engagement of All

This qualitative study explores the extent to which international students integrate when they encounter social justice discussions inside or outside a U.S. class environment. Focusing on diversity courses at a west coast university, the study investigates international students’ learning experiences as well as their contributions to these U.S. educational spaces when drawing from their perspectives and experiences from communities around the world. Because international students are both agents and objects of bias, the study hypothesizes that more integration leads to more engagement and better outcomes for both international and domestic participants. By interviewing and surveying students from varied national and social backgrounds, the study seeks to understand outcomes for a diverse group of both international and domestic students. The study’s findings will advance policy, pedagogy, and practice conversations around internationalization, social justice education, and global citizenship education at institutions of higher education in the U.S.

Draft Genome Sequence of the Free-Living, Iridescent Bacterium Tenacibaculum mesophilum Strain ECR

ABSTRACT Here, we report the genome sequence of Tenacibaculum mesophilum strain ECR, which was isolated from the river/ocean interface at Trunk River in Falmouth, Massachusetts. The isolation and sequencing were performed as part of the 2016 and 2018 Microbial Diversity courses at the Marine Biological Laboratory in Woods Hole, Massachusetts.

Describing Students’ Intercultural Competence after Completing a Cultural Diversity Course Online or Face-to-Face

This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compared degrees of intercultural competence between a face-to-face course and an equivalent online section of the same course. Analysis of final written reflections from students demonstrated that students gained a deeper awareness of their lack of knowledge related to culture. The analysis also revealed that students in the online version of the course demonstrated higher degrees of intercultural openness and cultural self-awareness than did those in the face-to-face context. Findings from this study contribute significantly to the research on intercultural competence and the teaching of cultural diversity courses.