One major outcome of the conference was the creation of the monograph, The Intersection of Diversity and Learning: Capturing a Conversation. Contributions to this monograph are from key diversity leaders who attended the conference either as keynote speakers or section facilitators. You can download the entire monograph, or choose a section that meets your needs. All of the documents are in  PDF format.

Entire Monograph

• The Intersection of Diversity and Learning: Capturing a Conversation
  

Individual Sections of the Monograph

• Introduction
  
• K-12: Diversity, Access, Equity, and Learning: Conditions to Promote Learning and Principles for Practice. Sonia Nieto
• Higher Education: What is Diversity and How Much Diversity is “enough” in U.S. Institutions of Higher Education? Edward Delgado-Romero
• Faculty in Higher Education: A Critical Look at the Diversity of the Professoriate. Christine Stanley
• Community: An Ecological Framework for Engaging Communities in Diversity and Learning. Velma McBride Murry
• Inquiry and Diversity: Creating a Culture for Inquiring into the Value of Diversity in Learning. Brahm Verma
• Conclusion. Bob Fecho
  

The goals of the conference and subsequent structure were to consider and empirically identify:

• Teaching strategies for pre-K-12 education that encourage girls and students of color to pursue further STEM coursework.
• Best practices for recruiting and retaining women and minority students in STEM majors and graduate course work.
• Organizational policies and practices that create inclusive climates for diversity within STEM workplaces and professions.
• Strategies for using technology in order to create opportunities for community development, especially in poor and minority communities.
• Organizational policies and practices that create inclusive climates for diversity within higher education.

Conference objectives included:

• Reviewing the current state of knowledge of the diversity-learning relationship in each of the five contexts specified.
• Identifying opportunities for future research in each context.
• Identifying core issues across these five contexts that promote new applied research and “theory in use.”
• Exploring opportunities for developing structures to facilitate collective and interdisciplinary scholarship within and across the five contexts identified.
• Initiating the development of an interdisciplinary and scholarly community of diversity-learning scholars.