Diversity and Inclusion in TeachingPart II
Utah State UniversitySeptember 15, 2010Brenda J.
[email protected] of Colorado Denver
Communicating Difference Matters through Inclusive Pedagogy
1Explore communication processes that facilitate and foster
engaged, active learning among diverse studentsGoal2OverviewClarify
conceptsJustify needOutline strategies and techniques Identify
challenges and barriers Explore next stepsQ&A
3CommunicatingProcesses of sharing meaningVerbal
NonverbalVarious mediaVarying contexts
4Difference Matters5Differences that
MatterGenderRace/ethnicityAgeSocial classReligionAbilitySexual
orientationNationality6Why Difference MattersPopulation trends and
projectionsSocial movements and activismHot topicPotential for
positive change
7What is inclusion?8Process of helping people feel like valued
members of a group or communityInclusion9. . .instructors and
students create and sustain an environment where everyone feels
safe, supported, and encouraged to express her or his views and
concerns. Shari Saunders and Diana KardiaUniversity of Michigan
Center for Research on Learning and Teaching Inclusive
Classrooms10(Why) Does inclusive pedagogy matter?11Factors of
InclusionTeaching philosophyFaculty identitiesStudent
identitiesKnowledge of studentsClassroom
interactionAssignmentsCurriculumCourse content
12Strategies for Communicating InclusionEngage in self
reflexivity (see, for example, Harvard Implicit Association Tests
https://implicit.harvard.edu/implicit/demo/takeatest.html)
Evaluate course content
Create and maintain a climate of inclusion
13Evaluate ContentWhose voices, perspectives, and scholarship
are being represented?
How are perspectives and experiences of various groups being
represented? 14Create an inclusive classroom climate Establish
guidelines for interacting
Maintain the role of facilitator
Monitor your nonverbal behaviors
Show respect for all students
Vary instructional techniques
15Ralph Waldo EmersonThe secret of education lies in respecting
the pupil.16Challenges?17Recommendations for FacultyIdentify best
practices Identify, request, create, accrue, share RESOURCESWork
within your sphere of influenceDevelop mutual mentoring
relationshipsCollaborate with teaching assistants to revise
curriculum and pedagogyExperiment with pedagogy Be patient and
persistent
*Williams, D. (2008). Beyond the diversity crisis model:
Developing a decentralized diversity planning and implementation
process. Planning in Higher Education, 36 (2), 27-41.
18ResourcesCreating Inclusive College Classrooms University of
Michigan http://www.crlt.umich.edu/gsis/P3_1.php Multicultural
Pavilion http://www.edchange.org/multicultural/Teaching for
Inclusion UNC Chapel Hill
http://cfe.unc.edu/pdfs/TeachforInclusion.pdfDiversity and
Complexity in the Classroom UC Berkeley
http://teaching.berkeley.edu/bgd/diversity.html
John Cotton DanaWho dares to teach must never cease to
learn.20
