Inclusive Pedagogies: Implicit bias, microaggressions, and the classroom
Monday, September 18, 2017
In this interactive workshop, faculty members will have an opportunity to learn more about how important concepts like implicit bias and microaggressions appear in their classrooms and develop productive strategies for responding to them. The workshop will also provide each participant with additional resources for further exploration and to share with colleagues. Faculty from all disciplines are encouraged to attend. This workshop will be facilitated by Dr. Donna Bickford, Director, Women’s and Gender Resource Center; Dr. Vincent Stephens, Director, Popel Shaw Center on Race & Ethnicity; and Erica Gordon Lawrence, Director, Office of LGBTQ Services.
Inclusive Pedagogies Resources:
Micoaggressions in the Classroom, produced by Dr. Yolanda Flores Niemann (2017). This video explains microaggressions, provides examples specific to the classroom, and offers strategies for dealing with them.
Eight Actions to Reduce Racism in College Classrooms, by Shaun R. Harper and Charles H. F. Davis III (Academe; November 2016).
Chatham University Women’s Institute offers 12 Evidence Based Teaching Strategies to Create a Productive and Inclusive Classroom Climate.
The Derek Box Center for Teaching and Learning at Harvard University includes resources on Classroom Dynamics and Diversity, including Teaching in Racially Diverse College Classrooms and Class in the Classroom.
The Graduate School of Arts & Sciences Teaching Center at Columbia University has a number of useful handouts, including Gender Issues in the College Classroom, Cultural Diversity in the College Classroom, Resources for Incorporating Sexual Orientation into Your Teaching and Handling Hot Topics in the Classroom.
University of California Tools for Department Chairs and Deans is designed for hiring committees, but includes strategies for recognizing and interrupting microaggressions.
The UCLA Equity, Diversity and Inclusion Educational Materials on Classroom Climate site has two documents that might be useful: Creating a Positive Classroom Climate for Diversity and Diversity in the Classroom. Both include attention to microaggressions.
The Vanderbilt University Center for Teaching and Learning includes a guide to Increasing Inclusivity in the Classroom.
“From Safe Spaces to Brave Spaces,” Arao and Clemens. In The Art of Effective Facilitation (ACPA-Stylus, 2013).
This study by Sarah Eddy and Kelly Hogan Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? (2014) discusses pedagogical techniques that increased course performance for all student populations, but worked disproportionately well for black students and first-generation students to close the achievement gap in STEM courses.
Here is a catalog of resources on inclusive pedagogy from the Humboldt State University Office of Diversity & Inclusion. (Thanks to Vincent Stephens for sharing this site.)
If you have resources to suggest for this page, please email firstname.lastname@example.org.
The 2016 Pedagogies of Inclusion workshop series was supported by the Mellon Grant on Civic Learning and Engagement, the Popel Shaw Center for Race and Ethnicity, the Women’s and Gender Resource Center and Teaching Center without Walls. Unless otherwise noted, all sessions are from 3:00-4:30 p.m. in Althouse 201.
Pedagogies of Inclusion: Implicit bias and microaggressions in the classroom
Friday, September 16, 2016
In this interactive session, faculty members will have an opportunity to learn more about how important concepts like implicit bias and microaggressions appear in their classrooms and develop productive strategies for responding to them. The workshop will also provide each participant with additional resources for further exploration and to share with peers. Faculty from all disciplines are encouraged to attend. This workshop will be facilitated by Dr. Donna Bickford, Director, Women’s and Gender Resource Center and Dr. Vincent Stephens, Director, Popel Shaw Center on Race & Ethnicity.
Pedagogies of Inclusion: Managing Difficult Conversations in the Classroom
Friday, October 21, 2016
The session is geared for faculty from any field in which your teaching takes you into territories of contention. We will identify strategies in relation to what you are trying to accomplish, promoting student learning, and fostering an atmosphere of inclusion. The session will be organized as a panel, with colleagues sharing personal classroom-based experiences and strategies as well as perspectives from clinical and conflict resolution practice.
Jerry Philogene, American Studies
Doug Edlin, Political Science
Suman Ambwani, Psychology
Shalom Staub, Associate Provost and Director, Conflict Resolution Resource Services
Working with Difficult Topics: A Case Study
November 3, 2016, 3-4 p.m. (Kaufman 187)
Carolyn Karcher, professor emerita of English, American studies, and women’s studies at Temple University, where she taught for twenty-one years and received the Great Teacher Award and the Lindback Award for Distinguished Teaching in 2002. She will be addressing topics related to her recent work, A Refugee from His Race: Albion W. Tourgée and His Fight against White Supremacy (University of North Carolina, 2016).