Creating Inclusive Classrooms Recommendations - uc.edu Resolutions 2016... · Creating Inclusive Learning

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CreatingInclusiveLearningandResearchEnvironments:KeyConceptsandRecommendations

August12,2016

UniversityofCincinnati,DiversityandInclusionintheCurriculum

CreatingtheInclusiveClassroomSubcommittee

Co-ChairsandEditors:VigneshSubbian,RobinSelzer,andJenniferMalat

Contributors:PamBach,HeleneHart,NzinghaDalila,AinsleyLambert,BradMallory,BethFaller

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TableofContentsBackgroundandMotivation...........................................................................................................3

FacultyD&ILearningOutcomes..............................................................................................31

StatementsofInclusionforCourseSyllabi..............................................................................32

2.1 Guidelines........................................................................Error!Bookmarknotdefined.

2.2 ExamplefromUC.............................................................Error!Bookmarknotdefined.

2.3 ExamplesfromOtherInstitutions..................................................................................5

InclusivePracticesforIn-ClassActivities.................................................................................63

3.1 Guidelines.......................................................................................................................6

3.2 Example1:SocialConstructionofIdentity.....................................................................7

3.3 Example2:UnLecture.....................................................................................................8

3.4 ExampleofInclusiveTeachinginSTEM..........................................................................9

3.5 ExamplesofOtherIn-classActivities..............................................................................9

CombattingBiasesandStereotypesThreatsintheClassroom.............................................104

4.1 GuidelinesandTools....................................................................................................10

4.2 Microagressions...............................................................Error!Bookmarknotdefined.

4.3 StereotypeThreat.........................................................................................................11

UniversalDesignforLearning(UDL).....................................................................................125

5.1 Definition......................................................................................................................12

5.2 Guidelines.....................................................................................................................12

5.3 CaseStudies..................................................................................................................12

5.4 Examples.......................................................................................................................12

GlobalSocialJustice..............................................................................................................126

6.1 Examplelesson:100Villages...........................................Error!Bookmarknotdefined.

6.2 AdvisingInternationalLinguisticallyDiverseStudents.................................................13

7 InclusivePracticesforMentorshipinResearchSettings.......................................................16

a. Guidelines.........................................................................................................................16

b. CaseStudies.........................................................................Error!Bookmarknotdefined.

c. Examples..............................................................................Error!Bookmarknotdefined.

8RecommendationsforD&ITransformation..........................................................................17

AppendixA:Checklist...................................................................................................................18

AppendixB:Glossary.......................................................................Error!Bookmarknotdefined.

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BackgroundandMotivation

Our subcommittee is part of a larger university initiative to improve inclusion in theclassroomandcurriculum.Ourchargewastocollectkeyconceptsandmakerecommendationstoothersubcommitteeschargedwithimplementingprograms.

EngagingDiversityinLearningEnvironmentsisdefinedasactive,intentional,andongoing,engagement with differences in people, in the curriculum, in research, and in thecommunities in ways that increase ones awareness, content knowledge, cognitivesophistication,andempathicunderstandingofthecomplexways individuals interactwiththesystemand institutions (adapted fromClayton-Pederson,ONeill, andMusil, 2009, p.6). Seealso Faculty Focus Special Report on Diversity & Inclusion in the Classroom:http://www.facultyfocus.com/free-reports/diversity-and-inclusion-in-the-college-classroom/

Weencourageeveryone to reflecton their current teachingand learningpracticesusingthechecklistinAppendixA.Then,usethisMasterdocumenttoadoptstrategiesthatwillhelpyouachieveyourgoals.

1. FacultyD&ILearningOutcomes

FLO Resources1. Explainstereotypethreatandhowtoavoiditintheclassroomand

otherstudentenvironmentsSection4

2. Identifyandimplementevidence-basedstrategiesforimprovingallstudentssuccessintheclassroom,lab,etc.

Section3,5

3. Articulatedifferencesandsimilaritiesamongmultiplesocialgroupsexperiences,includingdominantgroupmembers,atUCandinsociety

Section2

4. Understandtheglobalsocialjusticeperspective Section6

2 StatementsofInclusionforCourseSyllabi

2.1 Recommendations

1. Educators should be encouraged and allowed to develop their own statements ofinclusion. Course approval committees should not mandate such a statement or thelanguageforthestatement(Rationale:Statementsdevelopedthroughself-interestarelikely to be personalized and tailored closely to the course and participantsbackgrounds,andtranslatedtopractice).

2. Explicitlydiscussandinterpretstatementsonthefirstdayofclass.3. Remindstudentsaboutthesestatementsduringsituationssuchasteamconflicts,crisis,

grievancesetc.Forexample,whenastudent(orstudentteams)expressdiscomfortorconflicts, in addition to providing recommendations to resolve the problem, includepleaseseestatementofinclusioninthecoursesyllabus.

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4. Makenoteofreactionstostatementsthroughoutthetermandusetheinformationforreflectionpost-termandnextofferingof thecourse.Rationale:Mightpotentiallyhelpeducatorsidentifytheirbiases.

5. Discuss (or promote) statements during curriculum committee meetings and otherformal/informalfacultymeetings,asappropriate.

6. Thestatementsmaybeusedastoolforpersonalaccountability.Pleaseseesubsequentsectionsforinclusivepractices.

2.2 ExamplefromUC

The following is a record of implementing statements of inclusion and preferences incoursesinthesoftwareengineeringcurriculum(EECE3093CSoftwareEngineering;EECE6032SoftwareTestingandQualityAssurance)intheCollegeofEngineeringandAppliedScienceatUC.Keydiversityaspectsthatareimportanttothecoursearehighlightedinred.

StatementofInclusion:

Thediversity**of the participants in this course is a valuable source of ideas, problemsolving/programming strategies, and software engineering creativity. If you feel that yourcontributionisnotbeingvaluedforanyreason,pleasespeakwithmeprivately.Ifyouwishtocommunicate anonymously, youmaydo so inwritingor speakwith anacademic advisor.AsmembersoftheUCacademiccommunity, it isoursharedresponsibilitytocultivateaclimatewhereallstudents/individualsarevaluedandwhereboththeyandtheirideasaretreatedwithrespect.

**includes every participant's identity, personal and academic/professional background(includes technical/programming experience, co-op/research experience), interests, andexpertise.

StatementofPersonalChallengesandPreferences:

If you have personal challenges such as health issues that might affect your ability toperforminthisclass,pleaseletmeknowassoonaspossiblesothatwecanworktogethertomakeappropriateaccommodations.

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Also,Iwillgladlyhonoranyrequesttoaddressyoubyapreferrednameorgenderpronoun.

Pleaseadvisemeofthispreferenceearly inthesemestersothat Imaymakeappropriatechangestomyrecords.

2.3 ExamplesfromOtherInstitutions

Diversity Statement (Respect): Students in this class are encouraged to speak up andparticipate during class meetings. Because the class will represent a diversity ofindividualbeliefs,backgrounds,andexperiences,everymemberofthisclassmustshowrespectforeveryothermemberofthisclass.

Safe Zone Statement: I am part of the Safe Zone Ally community network of trainedChicoStatefaculty/staff/studentswhoareavailabletolistenandsupportyouinasafeandconfidentialmanner.AsaSafeZoneAlly,Icanhelpyouconnectwithresourcesoncampustoaddressproblemsyoumayfacethatinterferewithyouracademicandsocialsuccessoncampusasitrelatestoissuessurroundingsexualorientation/genderidentity.Mygoalistohelpyoubesuccessfulandtomaintainasafeandequitablecampus.

Everystudent inthisclasswillbehonoredandrespectedasan individualwithdistinctexperiences,talents,andbackgrounds.Studentswillbetreatedfairlyregardlessofrace,religion, sexual orientation, gender identification, disability, socio-economic status, ornationalidentity.Issuesofdiversitymaybeapartofclassdiscussion,assignedmaterial,and projects. The instructor will make every effort to ensure that an inclusiveenvironment exists for all students. If you have any concerns or suggest