From: Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops
2015 | 2016 | 2017 | |
---|---|---|---|
Thursday evening | Pre-survey, setting the framework, video presentation on inclusive education, and sharing of results of on-campus interviews | Pre-survey, creating the learning community, introductions, and goals | Pre-survey; introductions, value of learning names, and gender pronouns; and overview of dialogue training (4-stage model) |
Session Goala: | Goal #2 | Goal #3 | Goal #1 |
Friday morning | Introductions, goals, norms/ground rules, how we work, and defining terms (e.g., stereotypes, diversity, inclusion, culture, intent vs. impact) | Multicultural teaching, academic culture, multicultural life assessment, defining terms, and best practice/research-based examples for enhancing student academic success (e.g., group work, culturally responsive teaching, active learning, growth mindset) | History and research on intergroup dialogue; dialogue vs. debate vs. discussion; (stage 1) creating an environment for dialogue: communication guidelines/safe and brave spaces; and (stage 2) dialogue communication skills: active listening dyad activity, sharing of identity objects, and defining social identity |
Session Goala: | Goal #2 | Goals #2 and #3 | Goals #1 and #3 |
Friday afternoon | Setting expectations; listen to understand iceberg activity; presentation on culture, frames of reference, and impact on underserved students; and dynamics of group power (one up, one down) | Teaching styles and learning preferences and barriers to student success in STEM classrooms (e.g., strategies to counteract stereotype threat, respond to microaggressions, and overcome implicit biases) | (cont. stage 2) social identity experiences, impact on marginalized groups, understanding power, privilege, and oppression, and cycle of socialization; (stage 3) overcoming implicit bias: neuroscience of bias, microaggressions, empathy; and themes from on-campus interviews |
Session Goala: | Goals #1 and #2 | Goal #2 | Goals #1 and #2 |
Friday evening | Continuation of afternoon session | Group presentations on bias incidents in the classroom | (Stage 4) taking action/becoming an ally: responding to difficult moments in the classroom, factors affecting classroom climate, and role play activity with STEM-relevant scenarios |
Session Goala: | Goals #1 and #2 | Goal #2 | Goal #3 |
Saturday morning | Making connections/perspectives of persons of color; student voices/what students need to thrive; reflection and action planning for creating an environment of inclusion; and post-survey | Diversity and inclusion; Issues facing URG faculty in STEM; social identity self-awareness and implications for the classroom; and post-survey | Tools and resources, applications to integrate into teaching, action planning; and post-survey |
Session Goala: | Goals #1 and #3 | Goals #1 and #3 | Goal #3 |