Drawing on emerging research with international college students, this session equips sexuality educators to address PMS and dysmenorrhea as educational equity issues. The session translates evidence into culturally responsive teaching strategies and referral pathways that reduce stigma, improve learning conditions, and support mental health and academic performance.

This lecture examined how culture shaped sexual health from the perspective of international college students, drawing on Dr. Chaliawala’s research with South Asian and other globally mobile populations in U.S. higher education. Through real-world examples and data, she illustrated how cultural, religious, and social norms influenced students’ comfort with discussing sex, accessing care, negotiating consent, and making decisions about relationships and contraception.​

Participants explored common gaps and mismatches between U.S.-based sex education and the lived experiences of international students, including stigma, silence, family expectations, immigration-related stressors, and campus climate. The session then moved into practice-oriented strategies for designing sexuality education that was inclusive, culturally grounded, and trauma-informed—covering language, framing, program structure, and collaboration with international student services, counseling, and health centers. Educators left with concrete tools to adapt curricula, facilitate braver conversations, and build programs that promoted equity, safety, and well-being for diverse student communities.

Dr. Kruti Chaliawala actively promotes sex‑positive, inclusive, and culturally responsive approaches to sexual health education across college campuses. Her work bridges public health scholarship, classroom teaching, and campus‑wide engagement to support student well‑being, autonomy, and equity, particularly within culturally diverse and marginalized student populations.

In October 2025, Dr. Chaliawala served as an Invited Speaker for the lecture “Creating a Sex‑Positive Environment on a College Campus” at Fort Lewis College (delivered virtually via Zoom). Presented to students enrolled in the Health and Disease course, the lecture emphasized respectful, inclusive approaches to sexuality, relationships, and consent within higher education settings.

During the session, Dr. Chaliawala:

• Introduced affirmative consent using the FRIES model, with specific attention to substance‑related impairment and power dynamics

• Reviewed contraceptive options, STI prevention, and evolving norms around digital intimacy to support informed and autonomous decision‑making

• Highlighted sexual health disparities affecting LGBTQ+ students, underscoring the importance of culturally competent and affirming care

• Integrated discussions of culture, identity, and social context to reflect the diverse experiences students bring to campus

Through invited lectures, workshops, and collaborations, Dr. Chaliawala works to create learning spaces that normalize open, respectful conversations about sexuality while recognizing how cultural values and systemic inequities shape students’ experiences. Her approach aligns sex‑positive education with public health goals, equity, and student empowerment.

Dr. Chaliawala is available for invited talks, campus workshops, faculty development sessions, and collaborative initiatives focused on sex‑positive education, cultural competence, and inclusive sexual health programming in higher education.

Dr. Kruti Chaliawala is deeply committed to creating inclusive, supportive, and culturally responsive pathways for international graduate students as they transition into and navigate U.S. higher education. Through program creation, faculty engagement, and direct student mentorship, her work centers on fostering belonging, academic success, and long‑term professional development for incoming and current international students.

As the Host and Creator of the Graduate Success Series within International Student Services at University campuses,  Dr. Chaliawala inaugurated a year‑long professional and academic development initiative designed specifically for international graduate students. The series consists of eight structured sessions spanning the academic year and addresses both academic preparedness and post‑graduation success.

Fall sessions focus on academic foundations, including professional etiquette, research expectations, abstract writing, and navigating diverse academic writing styles. Spring sessions shift toward life after graduation, offering guidance on presenting scholarly work, understanding academic and professional pathways, alumni career conversations, and graduation preparation. Together, these sessions create a holistic framework that supports students academically, professionally, and personally.

In addition to program development, Dr. Chaliawala actively engages with students at key transition points. During the Faculty Roundtable at New Graduate Student Orientation, she intentionally created space for incoming graduate students to connect with faculty outside of their program areas. This forum emphasized approachability, mentorship, and belonging—reinforcing the message that faculty are invested in students’ success from the very beginning of their academic journey.

Dr. Chaliawala also presented at the New International Student Orientation, where she introduced the Graduate Success Series to incoming international graduate students. This early engagement helped establish clear pathways to support, normalize help‑seeking, and affirm international students as valued members of the campus community.

Collectively, these initiatives reflect Dr. Chaliawala’s broader commitment to building institutional cultures that move beyond orientation alone and toward sustained, equity‑centered support for international students. Her work bridges research, mentorship, and practice to help students not only persist, but thrive.

Dr. Chaliawala welcomes collaboration with universities, international student offices, faculty groups, and student success initiatives interested in developing culturally responsive programming, mentorship models, and transition support for international and marginalized student populations.