1. Module 1 Diversity and Inclusion Kathleen Burnett, FSU Linda Smith, UIUC Harry Bruce, UW

2. Outline Introduction to Project Athena -Overview of Syllabus -Course Requirements -Course Evaluation Forms -Issues / Concerns

3. Outline Diversity -Teacher Issues / Attitudes -Learning Styles Inclusion -Inclusive Teaching Strategies -Guidelines

4. Diversity Issues for the Teacher Personal identity (e.g., race, religion, socio-economic background, & learning style) Reaction of students to comportment, approach to teaching, etc. Establishment of a "safe" environment

5. Diversity Issues for the Teacher Invisible diversity (e.g. political opinion, sexual orientation, ethnicity, etc.  personal identity) Surfacing hidden assumptions Avoiding “a classroom slant” that can be harmful and/or strains relations with students

6. Identifying Your Own Attitudes 1)Recall the incident in which you first became aware of differences. What was your reaction? Were you the focus of attention or were others? How did that affect how you reacted to the situation?

7. Identifying Your Own Attitudes 2)What are the "messages" that you learned about various "minorities" or "majorities" when you were a child? At home? In school? Have your views changed considerably since then? Why or why not?

8. Identifying Your Own Attitudes 3)Recall an experience in which your own difference put you in an uncomfortable position vis-B-vis the people directly around you. What was that difference? How did it affect you?

9. Identifying Your Own Attitudes 4)How do your memories of differences affect you today? How do they (or might they) affect your teaching?

10. Diversity Issues Impacting the Student/Teacher Relationship Differences in age Political affiliations Discrepancies in learning styles Academic culture (Re)acculturation

11. Diversity and The College Curriculum More and more colleges and universities across the nation are transforming their curricula to accommodate diversity Professors are utilizing new texts and teaching techniques designed to prepare students for increasingly complex and diverse communities and workplaces

12. Diversity and The College Curriculum Diversity courses challenge students to think in more complex ways about identity, history… avoiding cultural stereotyping Leading to positive effects on openness to racial understanding

13. Determining Learning Style 1)What type of information does the student preferentially perceive: sensory sights, sounds, physical sensations, or intuitive memories, ideas, insights? 2)Through which modality is sensory information most effectively perceived: pictures, diagrams, graphs… or verbal sounds, written/spoken words, etc.

14. Determining Learning Style 3)With which organization of information is the student most comfortable: a) inductive facts and observations are given, underlying principles are inferred, or b) deductive principles are given, consequences and applications are deduced?

15. Determining Learning Style 4)How does the student prefer to process information: actively through engage- ment in physical activity or discussion, or reflectively through introspection? 5)How does the student progress toward understanding: sequentially in a logical progression of small incremental steps, or globally in large jumps, holistically?

16. Teaching Techniques to Address All Learning Styles Motivate Learning Provide a balance of concrete information Use explicit illustrations of both intuitive patterns and sensing patterns Follow the scientific method in presenting theoretical material

17. Teaching Techniques to Address All Learning Styles Use pictures, schematics, graphs and simple sketches liberally before, during and after the presentation of verbal material (sensing/visual) Use computer-assisted instruction when possible

18. Teaching Techniques to Address All Learning Styles Do not fill every minute of class time lecturing and writing on the board Provide opportunities for students to do something active Assign drills, open-ended exercises… Allow students to cooperate on assignments

19. Teaching Techniques to Address All Learning Styles Applaud creative solutions, even incorrect ones Lastly, talk to students about learning styles, both in advising and in classes

20. Inclusive Teaching Strategies Teaching to the Individual - Add new techniques or strategies incrementally - Get to know your students -- the first day and beyond

21. Inclusive Teaching Strategies - Seen and unseen diversity: the problem of assumptions - Getting to know your students -- the first day and beyond - The minority vs. the majority

22. Inclusive Teaching Strategies The Classroom as Community - Setting Ground Rules - Establishing a safe "Zone“ - Ignoring or Singling Out - Calling on Students / Taking Volunteers

23. Inclusive Teaching Strategies - Monitoring Student Comments - Anticipating Problems Before the Lesson - Depersonalizing Controversial Topics

24. Guidelines For Classroom Discussion Everyone in class has both a right and an obligation to participate in discussions, and, if called upon, should try to respond Always listen carefully, with an open mind, to the contributions of others Ask for clarification when you don't understand a point someone has made

25. Guidelines For Classroom Discussion If you challenge others' ideas, do so with factual evidence and appropriate logic If others challenge your ideas, be willing to change your mind if they demonstrate errors in your logic or use of the facts Don't introduce irrelevant issues into the discussion

26. Guidelines For Classroom Discussion If others have made a point with which you agree, don't bother repeating it (unless you have something important to add) Be efficient in your discourse; make your points and then yield to others Avoid ridicule and try to respect the beliefs of others, even if they differ from yours

27. Teaching Resources Use of: - Anecdotes - Humor - Role Plays - Assigning Groups - Sharing the Load - Encouraging Debate

28. Syllabus You Teach What You Are Broadening Your Perspective Teaching the Conflicts "Lowbrow” traditions Tokenism vs. Integration

29. Class Assignments Formats and Evaluation of Students Testing and Writing Formats Participation Flexible Grading Scales Grading Criteria Nonstandard English / Writing Center Outside the Classroom

30. Guidelines for Inclusive Teaching Get to know your students as individuals rather than as representatives of particular groups Never ask a student to speak for a whole group (e.g., for women, for Hispanics, for Muslims)

31. Guidelines for Inclusive Teaching Accommodate different learning styles and promote collaboration between students Do not let injurious statements pass without comment Allow students to disagree with you or others, but within guidelines that promote a safe learning atmosphere

32. Guidelines for Inclusive Teaching Reflect diverse backgrounds on your syllabus, in your readings, and in other materials such as visual aids Depersonalize controversial topics and structure assignments to let students choose topics with which they are comfortable

33. Guidelines for Inclusive Teaching Understand why you have designed your syllabus in the way that you have Make your course goals clear to all students and give continual feedback on how students are meeting them

34. Class Discussion