This study describes the development of two empirical measures designed to assess educators' personal and professional beliefs about diversity. A review of related studies and existing beliefs and/or attitudinal measures on diversity is provided. Steps utilized for instrument development and revisions are presented. Summaries of pilot, preliminary, and field testing developmental stages are provided, including results of our assessment of reliability and construct validity of the scales. These results provide promising support for internal consistency and (face and construct) validity of the instruments.Recommendations for educational and research uses of the measures are also provided.

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Recent times of excessive stress call for a reflection and reformation of how people interact and support one another. This is particularly true in science, technology, engineering, and mathematics (STEM) discipline–based education, where it is becoming increasingly important for course instructors to adopt student-centered teaching approaches that engage students, maintain rigor, and consider the students’ learning experiences, including stress.

While many STEM (science, technology, engineering, and mathematics) instructors returned to in-person instruction in fall 2021, others found themselves continuing to teach via online, hybrid, or hybrid flexible (i.e., hyflex) formats. Regardless of one’s instructional modality, the findings from our own and other studies provided insight into effective strategies for increasing student engagement and decreasing cognitive overload. As part of this perspective, we included data from undergraduate students, many of whom are first generation and low income and from marginalized backgrounds, to identify instructional practices that helped them thrive and succeed during the recent COVID-19 pandemic.