fostering inclusive teaching: a systemic approach to develop faculty … · 2019-04-05 ·...
TRANSCRIPT
Fostering Inclusive Teaching: a Systemic Approach to Develop Faculty Competencies
Janice Walker, Ph.D., VP for Institutional Diversity & Inclusion
Diane Ceo-DiFrancesco, Ph.D., Associate Professor of Spanish and Former Faculty Director for Center for Teaching Excellence
Mary Kochlefl, Ph.D., Assistant Provost for Online and Continuous Learning, Administrative Director for Center for Teaching Excellence
Agenda
Reasons and Goals for the Diversity & Inclusion Teaching Academy
Key Decisions
Academy Assessment
Self-Reflection on Your Campus Culture
Origin of the Academy
Diversity & Inclusion Strategic Plan
Goal 4: Promote and support diversity and inclusion education, scholarship and culturally responsive teaching to enrich the educational experience for all learners
Objective 4.2. Provide opportunities for faculty and staff to advance their cultural proficiency with respect to intercultural and race-related competencies (e.g. awareness, communication, engagement) and exposure to inclusive pedagogical models that will enhance the learning of all students.
Stakeholders
• President and Administration• Office of Institutional Diversity & Inclusion• Students• Center for Teaching Excellence• Gender & Diversity Studies Committee
Goals for the Academy
• Develop key faculty diversity competencies to be more responsive to the needs of an increasingly multicultural campus
• Address student requests that faculty be better prepared to support diverse populations and raise issues such as race and gender in the classroom
• Address faculty requests for better support so they are more comfortable meeting diverse student needs and facilitating challenging conversations in their classrooms
Key Decisions
How do we get faculty to participate?
Given this goal, discuss key decisions using scenarios provided….
What we did…initially….
Motivation• Piloted with early adopters• Working towards “expectation”
– Engaging deans, associate deans, chairs– Including in annual review process– Recognizing with certificates, at events
• Paying adjuncts for participating• Motivating through quality, community
What we did…initially….
Format• Blended format, partially online
– Discussion Boards, In-Person
• Fit within one semester
Feedback from First Pilot
• Whole semester is too long• Content and activities sometimes too time-
consuming• Discussion board responses too long, in-
person sessions easier to manage• Some concerns about comfort in group
What we did…next….
• Divided into two semesters, approximately eight weeks each
• Increased in-person sessions• Opened with more discussion about group
expectations• Established separate group for administrators
Participation
120 Total Participants:
• 40 have completed the Academy (either the 14-week or two 8-week semesters)
• 52 have completed Semester One– 28 of these are currently enrolled in Semester Two
• 28 new participants started Semester One this spring
Participation
Fall 2017 • Two cohorts (26 participants started, 3 dropped)Spring 2018• Three Semester One cohorts: two faculty, one administrators
(37 started, 7 dropped)Fall 2018 • Three Semester One cohorts: two faculty, one administrators
(42 started , 2 dropped)• One Semester Two cohort (16 started, 3 dropped)Spring 2019 • Two Semester One cohorts (28 started, 2 dropped)• Three Semester Two: two faculty, one administrators
(28 started, 1 dropped)
Key Decisions
What kind of “diversity training?”
Given this goal, discuss key decisions using scenarios provided….
What we did…initially....
• Prioritized introspection, reflection and discussion
• Prioritized teaching strategies and competencies• Included Xavier-specific content such as climate
survey results and faculty presentations• Assigned Culture and Teaching Autobiography• Encouraged Daily Examen for Diversity as daily
practice• Cohorts led by facilitators
Learning Outcomes
First Pilot (Fall 2017, 14 weeks long)By the end of the Diversity and Inclusion Teaching Academy, you will be able to:• Identify your own cultural framework and its
effects on teaching and learning• Articulate a plan for fostering greater
inclusivity in your teaching• Facilitate students in critical dialogue related
to diversity and inclusion
How it looks
• Diversity and Inclusive Teaching Academy Canvas course
• Module 2: Privilege
Feedback from First Pilot
• Discussion board questions too broad, responses too long
• Some concepts dealt with too simplistically• Content needed greater diversity• Autobiography too much
What we did….next….
• Increased “diversity” content, particularly as foundation before focus on teaching
• Increased diversity of voices• Moved introspection and strategies into
second semester• Reframed discussion board questions to
include choices - related to content or based on personal experience
• Increased number of in-person sessions
Learning Outcomes
Second Pilot (Spring 2018 and Fall 2018)By the end of the Diversity & Inclusion Teaching Academy, you will be able to:• Semester One: Examine how structures and lived
experiences influence faculty's ability to effectively teach a diverse student body.
• Semester Two: Having reflected on your own cultural framework and its impact on your teaching practices, articulate strategies for fostering greater inclusivity in your teaching
Assessment
• Email survey – What do you recommend we keep?– What do you recommend we change?– Would you recommend any readings/assignments
for the future?
• Focus groups with participants • Survey (summative) • Pre- and Post-test
Survey Feedback
“Overall the Diversity and Inclusion Teaching Academy has been worth the time and effort I have invested.”
100% of participants strongly agreed or agreed(both semesters, N=60)
Survey Feedback
After completing the Diversity and Inclusion Teaching Academy….
Strongly Agreed or Agreed
Semester One(N=52)
Semester Two(N=8)
“Overall the Diversity and Inclusion Teaching Academy strengthened my knowledge about inclusivity and
diversity in the classroom.”98% 100%
“My understanding of Xavier’s mission related to diversity and inclusion has grown.” 88% 87%
71% 87%“The Diversity and Inclusion Teaching Academy
challenged my previously held assumptions about inclusivity and diversity in the classroom.”
After completing the Diversity and Inclusion Teaching Academy….
Strongly Agreed or Agreed
Semester One(N=52)
Semester Two(N=8)
“My ability to effectively teach a diversestudent body has been enhanced.” 92% 100%
71% 87%“The Diversity and Inclusion Teaching Academy
has provided me with specific strategies for addressing inequity in the classroom.”
Survey Feedback
Self-Assessment
• Complete a brief self-assessment survey focusing on your own institution.
Thank you!
Janice Walker, PhDVice President for Institutional Diversity and [email protected]
Diane Ceo-DiFrancesco, PhDFormer Faculty Director, Center for Teaching [email protected]
Mary Kochlefl, PhDAssistant Provost for Online and Continuous LearningAdministrative Director for the Center for Teaching [email protected]