Creating Inclusive Laboratories Workshop for Lyman Briggs Biology GTAs&UGLAs

Creating Inclusive Learning Environments Workshop for Lyman Briggs GTAs&UGLAs

Lyman Briggs College

• A residential learning community devoted to studying the natural sciences and their impact on society.

• Biology, chemistry, and physics laboratories are housed under the same roof as classrooms, faculty offices, and student residences.

• 40% Male• 60% Female

• 19% Honor’s College

2009 Freshman Class

• 81% Caucasian• 7% Asian• 6% Black• 2% Hispanic• 0.5% Native American• 1% International• 2% Unreported

Lyman Briggs College

• 40% Male (40%)• 60% Female (60%)

• 19% Honor’s College

2009 Freshman Class

• 81% Caucasian• 7% Asian (5%)• 6% Black (2%)• 2% Hispanic (0.5%)• 0.5% Native American

(<0.5%)• 1% International (<0.5%)• 2% Unreported

Lyman Briggs College

Defining the Problem

• Retention of underrepresented minority students in Lyman Briggs College remains a challenge and a focus of curricular reform and intervention efforts.

• Undergraduate Learning Assistants (UGLAs) and Graduate Teaching Assistants (GTAs) play a vital role in the LB curriculum.

• Yet, UGLAs and GTAs are not trained to recognize diversity and consider its implications for teaching and learning.

Creating Inclusive Laboratories Workshop for Lyman Briggs Biology GTAs&UGLAs

Creating Inclusive Learning Environments Workshop for Lyman Briggs GTAs&UGLAs

Participant Demographics• 75 participants– 3 GTAs– Average< 1 year experience

(range 0-3)

• Race/ethnicity– >90% White– 1 student of each of the following

ethnicities: Latino/a, Asian, African-American, Pacific Islander

• Gender– 57% Female– 43% Male

LEARNING OBJECTIVESBy the end of the workshop, participants will…• Be able to define diversity• Understand how diversity affects teaching and

learning.• Understand that a variety of teaching methods can

reach a diversity of students. • Recognize the effects of diversity on student groups

and group learning. • Be aware of unconscious bias and understand how it

might affect grading.• Develop tools, strategies, and resources that can

contribute to an inclusive laboratory environment.

Workshop Activities

Self-Awareness in the Classroom• Describe what students and colleagues see when you step

into a classroom on the first day — what will they first notice about you?

• What additional information or impressions do you intend to give them?

• How might reactions to you support or enhance your role in the class?

• How might reactions be a challenge for you as you work with the class?

Self-Awareness in the Classroom

What information about yourself do you share/plan to share in class (or in other teaching contexts)?

_____socio-economic background ___family_____religious affiliation ___sexual orientation_____educational background ___teaching experience_____political views ___leisure

activities_____opinions about materials ___popular culture opinions_____ethnic/racial background ___school experiences

Workshop Activities

D I V E R S I T Y G A M E

disability gender

Workshop Activities

Constructive and Destructive Group Behaviors

• Cooperating• Clarifying• Inspiring• Harmonizing• Risk Taking• Process Checking

• Dominating• Rushing• Withdrawing• Discounting• Digressing• Blocking

Brunt (1993). Facilitation Skills for Quality Improvement. Quality Enhancement Strategies. 1008 Fish Hatchery Road. Madison. WI 53715

Workshop Activities

Assessment• Pre and Post workshop survey– How would you describe an “inclusive learning

environment”? What characteristics contribute to an inclusive learning environment in biology laboratories? What characteristics detract from an inclusive environment?

– Define diversity.– Explain how diversity is related to teaching.– Post-workshop brainstorming

• End of semester survey

The objectives were clear.

The objectives were achieved. The instructional methods were effective.

The activities gave me sufficient practice and feedback.

The presenters were well prepared.

The presenters communicated effectively.

I will be able to use what I learned in this workshop.

This workshop will change the way I conduct myself as a teaching assistant.

% Agreement

2009

The objectives were clear.

The objectives were achieved. The instructional methods were effective.

The activities gave me sufficient practice and feedback.

The presenters were well prepared.

The presenters communicated effectively.

I will be able to use what I learned in this workshop.

This workshop will change the way I conduct myself as a teaching assistant.

% Agreement

2010

Most Valuable Aspects of Workshop

1. Importance of diversity in group work2. Importance of diversity in learning 3. Increased awareness4. Interacting with other GTAs/UGLAS

Least Valuable Aspects of Workshop

1. Length2. Redundancy3. Group activity4. Diversity Game5. Group activity (tower building)

Open-ended Responses• “I will make more conscious efforts to be inclusive of all

my students and give them equal opportunities”.

• “I am more aware of how I’m in an authority position and what I say and do affects the learning of the students”.

• “It has taught me that what I do and say will have an effect on my students”.

• “It made me aware of more responsibilities I will have to take to learn how to effectively reach all students.”

Post-workshop Brainstorming

• Group management• Seek student feedback• Encourage listening and sharing• Share the value of diversity with students– Workshop for all incoming freshman

• Ask for alternative solutions to problems in recitations

• Define roles for active participation

Conclusions

• Surveys and conversations with students suggest this was a valuable and well received experience.

• Open ended responses and anecdotal evidence were not as positive as comments from previous workshop.– Discipline specific: Biology vs. Others– Effect of larger group

• Participants sought more, specific teaching methods.

Future Directions

• Reflection survey will be analyzed.

• Understanding of diversity will be analyzed and compared to other methods of training. – Don Gillian-Daniel

• Continue professional development of Lyman Briggs teaching assistants through training in CIRTL pillars.