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The purpose of this paper is to examine the impact of classroom interdisciplinary diversity, a type of classroom diversity that has been under-examined by previous literature, on the formation of university students’ entrepreneurial intentions (EI).

Based on Ajzen’s theory of planned behaviour and the interactionist model of creative behaviour by Woodman et al. (1993), this paper provides empirical evidence demonstrating that classroom interdisciplinary diversity is important in the formation of university students’ EI at early educational stages using a cross-sectional study design and survey data on first-year business school students and partial least squares analysis.

Classroom interdisciplinary diversity is important in the formation of university students’ EI through its positive impact on entrepreneurial perceived behavioural control (PBC) (self-efficacy), a key antecedent of EI.

The results have important implications for educational practice as well as for both public and private organisations willing to promote entrepreneurial activity, in particular, the positive effects of combining people with different profiles and career fields of interest on entrepreneurial PBC (self-efficacy).

This study contributes to the scant literature on early university experiences in entrepreneurship education and their influence on EI. It studies the impact of an under-examined dimension of diversity (classroom interdisciplinary diversity) on the formation of students’ EI.

The purpose of this paper is to draw from the authors’ experiences, as women teaching Communication in a College of Engineering and mechanical engineering students’ evaluations, to highlight student resistance to both practices and bodies deemed “feminine.”

The authors examine how the masculine discipline of engineering might construct a learning environment that is incompatible with feminist ideals. This is illuminated when engineering students are required to learn communication skills from female instructors.

The authors’ analysis suggests that students’ resistance to communication instruction is gendered. Students often constructed hierarchical relationships where communication was considered “soft” in relation to the “hard” science of engineering instead of integral to the discipline and profession. Students resisted by expressing a lack of utility of information, devaluing feedback and instruction, degrading communication teachers, and questioning their bodies.

The paper discusses implications of a gendered educational context and suggests ways interdisciplinary instruction can be utilized to enhance gender diversity.

Photogrammetry enables scientists and engineers to make accurate and precise measurements from optical images and other patterns of reflected electromagnetic energy. Photogrammetry is taught in surveying, geomatics and similar academic programs. For a long time, it has been observed that there is a lack of diversity and underrepresentation of different groups in the surveying and geomatics workforces for various reasons. Diversity fosters more innovative environments, helps employees be more engaged and boosts productivity rates. Although efforts are being made to solve this problem, most attempts did not significantly improve the diversity issues in this field. To address this problem, we designed a new curriculum for a photogrammetry course, which integrates entrepreneurial mindset (EM), bio-inspired design and Science, Technology, Engineering, Arts and Mathematics (STEAM) into the photogrammetry course for this study.

In this study, the participatory action research method, Photovoice, was used to gather data. Students were asked to respond to photovoice and metacognitive reflection prompts to understand student perceptions about the importance of Unmanned Aerial Vehicles (UAVs) in photogrammetric mapping. Students were required to respond to each prompt with three pictures and a narrative. These reflections were analyzed using thematic analysis.

The analysis of the photovoice and metacognitive reflections resulted in six themes: promoting digital literacy, promoting job readiness and awareness, improving perceived learning outcomes, increasing interest in pursuing careers in surveying/geomatics, encouraging learner engagement and increasing awareness of the role of art in map making.

This is the first study conducted at our Hispanic Serving Institution, which specifically designed a curriculum integrating EM, bio-inspired design and STEAM concepts to address diversity issues in surveying and geomatics engineering disciplines.

In this chapter, we used a research-based case study titled “The Desirable Prince Meeting” to explore how interdisciplinary theoretical perspectives on the child can be used to prompt critical reflection on socially just equity praxis in early childhood education. We argue that using multiple theoretical perspectives to analyze teaching and learning can generate and drive critical reflection on equity praxis more effectively than using a single perspective that presents a single truth about teaching and learning moments.

This chapter aims to expose the reader to the notion that mandated diversity and inclusion changes intended to vary the composition of institutions of learning has not accomplished its goal. Rather, it has triggered a complex mix of reactions from the very people for whom the policy was designed to assist and from those who work under the policy. As society is molded to meet diversity targets, salient threats from dominant groups directed toward minority groups result in interpersonal conflict. This chapter explores the benefits that instructors receive from professional development activities centered on diversity. It examines the social identity conflict that is created when different minded people work together. It provides insight into the benefits of approaching social identity conflict with a conflict transformation perspective. This chapter exposes the reality that, while the words one speaks are respectful and inclusive, one’s actions may be totally different. Educators must exhibit an overarching commitment to the making of decisions on integrity and evidence rather than impressions. This chapter discusses the importance of the role of educators as moral leaders and the need for educators to create inclusive classrooms where diversity is celebrated.

In this account of a study of a Theatre of the Oppressed (TO) intervention in a preservice teacher classroom, the authors explore an alternative way of learning to teach, as well as the dynamics of interdisciplinary collaboration between Theater and Education. Measures of racial and political attitudes did not demonstrate any change in the preservice teachers; however, several limitations made these findings inconclusive. Observations and journal entries suggested that interactive theater may be a promising way to make beliefs about teaching and learning visible, and therefore accessible for critical reflection.

In line with business goals of customer satisfaction, higher education institutions of learning consider excellent student experience a priority. Teaching and learning are important aspects of satisfaction that are monitored annually by universities using tools such as the National Student Survey (NSS). The NSS results are useful for educational planning and informing consumer choices. This research measured undergraduate student experiences on an interdisciplinary project using the NSS framework. Hinged on diversity, the purpose was to investigate whether full-time (FT), part-time (PT) and degree apprenticeship students with varied work experience enhance their learning studying together on an interdisciplinary project.

This research has measured, using the NSS criteria, student experiences on an interdisciplinary project on a civil engineering programme. It benchmarks the quality of learning and student understanding and perceptions of learning. The method is based upon a literature review and questionnaire survey of students.

Results indicate good amounts of peer influence on learning in a simulated interdisciplinary team setting supported by a mix of diverse work experience in students’ background.

Sections of the NSS are extended with additional questions to capture the impact that FT, PT and degree apprenticeship study modes, closely associated with students’ background of job experience, have on teaching and learning.

Research I universities are increasingly requiring a “diversity” course as part of the general education curriculum. In this chapter, the authors explore how diversity requirement course (DRC) proposals are framed at their institution and share how instructors at their university are framing their own student learning outcomes for these courses: from the perspective of multiculturalism or from the perspective of social justice? The authors describe how a lens of multicultural education frames discussions of diversity as appreciation, awareness, and tolerance, and contend that this approach alone is not sufficient to meet either the intent of DRC initiatives or the goals of equity and inclusion in academia. The authors argue that social justice education (SJE) is a more appropriate instructional framework for DRCs, as it is a humanizing approach that necessitates the crafting of student learning outcomes which specifically address actionable strategies toward opposing marginalization. The authors include selected results from a campus-wide DRC outcomes survey and separate focus group feedback, emphasizing the critical assessment and campus climate aspects of these data. Finally, the authors examine how their faculty development programs and resources are currently assisting DRC instructors with identifying and meeting their needs, and how other faculty developers can expand their support structures in the future to align with the philosophy of SJE.

The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns.

This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices.

Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice.

There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.

Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher.

The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs.

The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students’ interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study.

This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children.