ODECE is excited to host the Fall 2017 Semester's second set of Inclusive Pedagogy Workshops. Dr. Kelly Mack, AAC&U Vice President for Undergraduate STEM Education and Executive Director of Project Kaleidoscope, a non-profit organization focusing on undergraduate STEM education reform, will present Inclusive Pedagogy workshops at CU Boulder on November 13-14. Register below.
Across these workshops, Dr. Mack will show how personal involvement in professional organizaitons such as the Association of American Colleges and Universities (AAC&U) can help provide opportunities and resources to become more mindful, inclusive teachers and researchers.
- Learn how national collaboration in STEM reform can benefit you professionally;
- Learn what an initiative to increase diversity and equity in STEM can extend to your work; and
- Learn how institutional models related to gender values in STEM can improve faculty career/life management at CU Boulder.
A View Through the Kaleidoscope
Monday, November 13 at 9:00-10: 30am UMC 382-386 Since its founding in 1989, Project Kaleidoscope (PKAL), the STEM Reform Center of the Association of American Colleges and Universities (AAC&U) has been one of the leading advocates in the United States for transforming undergraduate STEM teaching. PKAL is dedicated to and exclusively focused on empowering STEM faculty, particularly those from underrepresented groups, to graduate more students in STEM fields who are competitively trained and liberally educated. It has to date empowered an extensive network of over 7,000 STEM faculty and administrators committed to the principles, practices, and partnerships that advance cutting-edge, integrative STEM higher education for all students. This presentation will introduce CU Boulder STEM faculty to the possibilities for collaboration with a national STEM reform platform and explore the myriad of ways in which the institutional successes of CU Boulder can be transferred to other institution types for immediate uptake. Emphasis will be placed on both virtual and face-to-face opportunities for STEM faculty professional and leadership development, including the new and exclusive My Tenure Trek™ diversity simulation.
That None Shall Perish
Monday, November 13 at 1:00-2:30pm in UMC 382-386 In 2014, AAC&U launched the Teaching to Increase Diversity and Equity in STEM (TIDES) initiative to increase STEM faculty – particularly those from the computer and information sciences – awareness of and self-efficacy with culturally responsive pedagogy. This effort included specific, campus-based projects designed to support the recruitment and/or retention of diverse students in computer science. TIDES also included a three-year long professional development program for STEM faculty, which included structured learning and application opportunities, as well as extensive institutes, continuous communications, and a rigorous assessment strategy. To date, TIDES has positively impacted nearly 300,000 STEM students – over 50% of whom are from diverse populations. However, more importantly, TIDES has illuminated how STEM faculty came to know what needed to be done to positively impact the success of these diverse STEM students. In this presentation, Dr. Mack will share the design, implementation, evaluation strategies, and impacts of TIDES and explore ways in which they can be integrated into ongoing institutional STEM reform efforts.
Gender Values in STEM
Tuesday, November 14 at 9:00-10:30am UMC 382-386 Strong traditionally defined gender roles related to domestic responsibility serve as a major barrier to the recruitment and retention of women in the academic STEM disciplines, particularly women of color. Therefore, efforts to diversify the STEM professoriate must extend beyond merely hiring qualified scholars from a wide range of identity groups to ensuring that the environments in which all faculty work are equitably supportive. Critical to designing such work environments is expansion of institutional capacity to self-assess its existing institutional family-responsive policies and programs against a national evidence-based framework. This presentation presents the results of a comprehensive document analysis, which revealed eight categories of institutional practices, policies, and behaviors that have effectively cultivated family-responsive work environments at four-year colleges and universities. These categories provide the foundation for a framework that over 100 institutions of higher education, to date, have used to monitor their progress toward improving faculty career-life management.
ODECE's Inclusive Pedagogy Series is part of the CU Boulder campus's efforts related to bringing the value of Inclusive Excellence to fruition. A working definition of Inclusive Pedagogy “refers to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others" (Hockings 2010). Inclusive Pedagogy Workshops are intended to expose attendees to a wide variety of ideas and resources for making their materials, course design, and learning experiences more inclusive and welcoming for all students.