1. Creating and Sustaining a Culture of Inclusion in the Classroom, Department and University 9 th Annual Niagara University International Conference on Teaching and Learning Dr. Mathew L. Ouellett January 13, 2010 Plenary Session I 1Niagara University, January 2010

2. Where I’m from… Respond to the following four sentence stems; I am from (familiar physical items – sights, sounds, smells, feels, geography) I am from (familiar foods) I am from (familiar sayings) I am from (familiar people) 2Niagara Univeristy, January 2010

3. Transformative Learning Helps students see gaps / limitations in current knowledge / perspective Opportunities to explore / articulate underlying assumptions Opportunities for critical self-reflection Critical disclosure with peers and instructor to explore alternative ideas and approaches Experience(s) testing / applying new perspectives

4. Brief Write What differences have you noticed in your students’ cultural and individual learning styles, communication and interaction styles? 4Niagara University, January 2010

5. When core content (cognitive) and process (affective) goals are diversity related, effective teachers: Disclose attitudes, beliefs, and behaviors Create a climate of trust and no defensiveness, so that participants can examine and change/grow Provide students with conceptual organizers, models, and frameworks that encourage self-reflection and analysis Design opportunities to try out and practice new patterns of thought and behavior via experimentation, practice, and application. Adams, M.,& Love. B. (2005 ). Teaching with a Social Justice Perspective: A Model for Faculty Seminars across Academic Disciplines In M. Ouellett (Ed.) Teaching Inclusively: Essays on Course, Department and Institutional Diversity Initiatives. Stillwater, OK: New Forums Press. Interdisciplinary Approaches to Inclusive Teaching 5Niagara Univeristy, January 2010

6. Taking Stock What is currently going well in your courses related to integrating intellectual and emotional engagement with controversial topics? What are some of the current challenges in your courses related to integrating intellectual and emotional engagement with controversial topics? 6Niagara Univeristy, January 2010

7. Balancing cognitive and emotional components of learning process Acknowledging and supporting the personal, while illuminating the systemic Attending to social relations within the classroom Utilizing reflection and experience as tools for student- centered learning Valuing awareness, personal growth, and change as outcomes of the learning process Adams, M., & Love. B. (2005). Teaching with a Social Justice Perspective: A Model for Faculty Seminars across Academic Disciplines In M. Ouellett (Ed.) Teaching Inclusively: Essays on Course, Department and Institutional Diversity Initiatives. Stillwater, OK: New Forums Press. Five Pedagogical Challenges 7Niagara Univeristy, January 2010

8. 3 Key Questions for Course Design What do you want students to know? What do you want students to be able to do? What do you want students to value? 8Niagara Univeristy, January 2010

9. 6 Dimensions of learning goals Foundational knowledge Application Integration Caring (to become engaged) The human dimension (e.g., “real world” apps) Learning how to learn - self reflection and assessment 9Niagara Univeristy, January 2010 Fink, L. D., & Fink, A. K. (2009). Designing Courses for Significant Learning: Voices of experience. New directions for teaching and learning, No. 119. San Francisco, CA: Jossey-Bass.

10. Sample diversity goals Cultivating a respect for diverse perspectives Developing an ability and willingness to work effectively in diverse groups Have a heightened awareness of and sensitivity to … {gender, class, race issues} Learn to identify and reject narrow / oppositional thinking that reduces issues to only two sides (right/wrong, us/them) Learn to stay engaged in intergroup dialogues

11. Sample diversity goals Cultivating a respect for diverse perspectives Developing an ability and willingness to work effectively in diverse groups Have a heightened awareness of and sensitivity to … {gender, class, race issues} Learn to identify and reject narrow / oppositional thinking that reduces issues to only two sides (right/wrong, us/them) Learn to stay engaged in intergroup dialogues 11Niagara Univeristy, January 2010

12. Attributes Indentify specific, important learning goals for the assignment Create a meaningful task or problem that corresponds to those goals Balance the time/effort required of students with the priority of the goal (realistic & challenging) Provide prompts (clear directions & expectations, models, checklists)

13. Habits of the mind Ability to work independently Set personal goals Persevere Organize Be clear and accurate Visualize Be curious Be open minded to new ideas 13Niagara University, January 2010

14. Cognitive Demonstrate knowledge and understanding regarding the impact of culture on behavior Understand the history and contributions of various cultural groups Understand relationships among economics, power and oppression Understand that different groups may have different perspectives on the same event. 14Niagara Univeristy, January 2010

15. Affective Appreciate and value how one’s identity and heritage shape world view and perspective Recognize their own and others’ biases and understand their impact Develop a stronger self-identity, self concept, and sense of self-efficacy related to diversity issues Adopt attitudes supportive of a democratic society 15Niagara Univeristy, January 2010

16. Kinesthetic (behavioral) Engage in critical thinking, analysis, and problem-solving about social issues Effectively participate in sustained intergroup dialogues Effectively participate in sustained intragroup dialogues 16Niagara Univeristy, January 2010

17. Multicultural Course Design Integration, not tokenism Diverse perspectives Clarity that these perspectives are worth studying (and why), not simply included because of identity Placement – mindful that diversity topics are not last (this implies they are optional or additive) Process is as important as content – and should be evaluated accordingly 17Niagara Univeristy, January 2010

18. Inclusive Strategies Present information in at least 2 formats Give students as many learning resources as possible (PPT slides, rubrics, models, scaffolds) Provide background information (why is this topic important?) Build in flexibility (graphic calendars, choices) Go digital (website, electronic versions) Less is better (highlight key ideas, models) 18Niagara Univeristy, January 2010

19. Multicultural Course Design Model Teacher Self Awareness Pedagogy Course Content Student Diversity Marchesani, L., & Adams, M. (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. In M. Adams (Ed.), Promoting diversity in the college classroom: Innovative responses for the curriculum, faculty, and institutions (Vol. 52, ). San Francisco: Jossey-Bass. Diversity and Learning 19Niagara Univeristy, January 2010

20. Significant Learning Experiences Learning GoalsLearning Activities Assessment Activities Fink, L. D., & Fink, A. K. (2009). Designing Courses for Significant Learning: Voices of experience. New directions for teaching and learning, No. 119. San Francisco, CA: Jossey-Bass. 20Niagara Univeristy, January 2010

21. What are some of the Challenges? Students’ prior knowledge – E.g., “common sense” beliefs that may be unjustified Sometimes these moments are unplanned/unexpected ones 21Niagara Univeristy, January 2010

22. Inclusive Strategies Present information in at least 2 formats Give students as many learning resources as possible (PPT slides, rubrics, models, scaffolds) Provide background information (why is this topic important?) Build in flexibility (graphic calendars, choices) Go digital (website, electronic versions) Less is better (highlight key ideas, models) 22Niagara Univeristy, January 2010

23. Attributes, continued Activities should prepare for and provide practice for assessments Provide equitable opportunities and multiple modes of expression Offer scaffolds (break out large, complex, high risk tasks into smaller, lower risk opportunities)

24. Inclusive Assessment Strategies Build practice into assessments by moving from low to high stakes efforts Break down large, high stakes projects into smaller components Make models available Create 2 or more assessment choices for students to choose from (presentations, papers, videos, case studies, photo essays, videos) 24Niagara Univeristy, January 2010

25. Inclusive Assessment Strategies Involve students in building assessment strategies and rubrics Alternate between “hard” and “soft” options: – Hard option: everyone does the same thing and pretty much provides the same answer – Soft option: students have latitude / choices to complete the assignment. Completed assignments may vary considerably according to their interests 25Niagara Univeristy, January 2010

26. Getting the Rubber to hit the Road… Sample Activities Pedagogical strategies Exercises Niagara Univeristy, January 201026

27. Syllabus Review Learning goals State Expectations (civility, disabilities) – Process and Content will count Activities / Assignments / Due dates Resource Materials (texts, articles, videos, etc) Assessment Processes are Explicit – Formative – summative 27Niagara University, January 2010

28. Further strategies… Use a flow chart at the beginning of class (highlighting connections, flow and order) Seek personal experiences of students with the subject / topic and then integrate those experiences into the course Ask students to develop their own definitions of key topics, questions and abstracts Use assistive technology (e.g., closed captioning) 28Niagara University, January 2010

29. Prior Knowledge Survey 1.Have never heard of this 2.Have heard of it, but never really knew what it meant 3.Have hear of it and could have explained it once, but not now 4.Can recall what I means and explain it in general terms, but cannot explain how it applies to broader concepts 5.Can recall what it means and can apply it 29Niagara Univeristy, January 2010 Houston, T. (2009). Teaching What You Don’t Know. Cambridge, MA: Harvard University.

30. Preparing students to engage Encourage students to define their points of entry Welcome diverse perspectives Focus on civil dialogue, not consensus (Consider whether you really need to come to an agreement) Model risk-taking Value and reward growth and development 30Niagara Univeristy, January 2010

31. Discussion Preparation Take a Stand Activity Ask students to identify how they contribute to the dynamics of discussions Assign a label to the 4 corners of the room – Talks a lot – Waits until I have something important to say – Mostly listens – Devil’s advocate – challenges / criticizes Have students choose their corner & discuss 31Niagara Univeristy, January 2010 Houston, T. (2009). Teaching What You Don’t Know. Cambridge, MA: Harvard University.

32. 10 – 7 – 5 : A Brief Writing Exercise Identify ten critical choices you have made in your life that have shaped your attitude about race and racism. List seven events that have affected the course of your life on the subjects of race and racism. And, name five people who have profoundly affected the course of your life as you live in our racialized society and describe how. 32Niagara Univeristy, January 2010

33. Hot Moments Build discussions around questions Begin with low-risk opportunities and build toward high-risk ones. Model asking for clarification in a non- judgmental manner Normalize emotions in the classroom Depersonalize controversial topics 33Niagara Univeristy, January 2010 Warren, L. Managing Hot Moments in the Classroom. Downloaded August 14, 2003 from from http://bokcenter.fas.harvard.edu/docs/hotmoments.html

34. Texts Do the texts represent the contributions of diverse people to the discipline (e.g., women, People of Color, persons with disabilities, LGBT people) Do the graphics, photographs and images present representative images? Do the examples, applications, and illustrations to see if they extend to diverse communities, too? 34Niagara Univeristy, January 2010

35. Climate / Interaction Office hours (1:1, dyad/triads, small groups) Normalize help seeking behaviors Help students to get to know each other by engaging them together in significant, meaningful tasks Engage students – Personal questions (who are you?) – Motivation questions (prior and future interests?) – Experience questions (how is the class going?) 35Niagara University, January 2010

36. Further Resources Adams, M., Bell, L., Griffin, P. (2007). Teaching for Diversity and Social Justice. New York: Routledge. (second edition) Burgstahler, S., & Cory, R. (2008). Universal Design in Higher Education: From Principles to Practice. Cambridge, MA: Harvard Education. Fink, L. D., & Fink, A. K. (2009). Designing Courses for Significant Learning: Voices of experience. New directions for teaching and learning, No. 119. San Francisco, CA: Jossey-Bass. Morey, A. & Kitano, M. K. (1997). Multicultural Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon. Ouellett, M. L. (Ed.) (2005). Teaching Inclusively: Resources for Course, Department & Institutional Change in Higher Education. Stillwater, OK: New Forums Press. Suskie, L. (2004). Assessing Student Learning: A Common Sense guide. Bolton, MA: Anker. 36Niagara University, January 2010

37. The academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom. Bell hooks, 1994 37Niagara University, January 2010