ODECE has been working with Emeritus Consulting, LLC, in bringing nationally renowned experts in inclusive pedagogy to campus.
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.
ODECE is excited to host Dr. Thomas Laird, associate professor in the Higher Education and Student Affairs Program and Director of the Center for Postsecondary Research at Indiana University Bloomington, for the third round of Inclusive Pedagogy Workshops for Spring 2018.
Given current issues on campus and within the community as well as what is known about the educational benefits of diversity, the need for each and every course to examine how to be more inclusive is palpable. Relying on a model developed by the facilitator, participants in this interactive session will learn how to use the model to plan on making courses and programs more inclusive and to assess the diversity inclusivity of such educational experiences. For context and comparison, results from the Faculty Survey of Student Engagement will be used to illustrate how the model can be operationalized for assessment as well as help participants understand how faculty members from 4-year institutions across the country reported including diversity into the different elements of their courses (e.g., purpose/goals, content, pedagogy, and assessment/evaluation). Participants will have opportunities to examine their current practices, plan to introduce more inclusive practices in the future, and discuss the opportunities and challenges in this work.
In this session, we will explore aspects of a campus culture that foster high-impact practices (HIPs), including widespread participation in and valuing of HIPs by students and faculty. Relying heavily on what’s been learned from the National Survey of Student Engagement (NSSE) and Faculty Survey of Student Engagement (FSSE), we will examine how different elements of a HIP culture connect to one another. For example, we will see how getting more faculty to value HIPs could be a component of increasing student participation in HIPs. We will unpack who participates in and values HIPs and ask how to build a HIP culture equitably. Session participants will leave with ideas and plans to gather information, develop support, and work through challenges and resistance in order to build a HIP culture that fosters equitable HIP participation and outcomes.
In this interactive session, participants will learn how faculty members can be more actively involved in assessment, how to be more inclusive in their teaching, and how to better encourage student participation in high-impact practices. More than simply describing each of these, however, the facilitator will attempt to persuade participants that their action is needed now and it is their responsibility to be more engaged. Participants will examine evidence, much coming from the National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE), and participate in exercises that reinforce the case for greater engagement. Active questioning of the facilitator and each other will be encouraged.
Thomas F. Nelson Laird (Ph.D., 2003, University of Michigan) is an associate professor in the Higher Education and Student Affairs Program and Director of the Center for Postsecondary Research at Indiana University Bloomington. Tom received a B.A. and M.S. in mathematics before shifting his academic focus to higher education. His current work concentrates on improving teaching and learning at colleges and universities, with a special emphasis on the design, delivery, and effects of curricular experiences with diversity. He is principal investigator for the Faculty Survey of Student Engagement, a companion project to the National Survey of Student Engagement. Author of dozens of articles and reports, Tom’s work has appeared in key scholarly and practitioner publications. He also consults with institutions of higher education and related organizations on topics ranging from effective assessment practices to the inclusion of diversity into the curriculum.
ODECE is excited to partner with Discipline-Based Education Research (DBER) in hosting Dr. Kimberly Tanner, professor of Biology at San Francisco State University and director of SEPAL (the Science Education Partnership and Assessment Laboratory), for the second round of Inclusive Pedagogy Workshops for Spring 2018.
Through the language they use, instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, belonging, and self-efficacy. Effective learning environments require instructor leadership in communicating in dynamic ways, motivating high-quality student work, building trust, and embracing the teaching and learning process. However, despite the critical importance of instructor language to the student experience, little research has investigated what instructors are saying in undergraduate classrooms. We systematically investigated instructor language that was not directly relate to content and defined this as Instructor Talk. Using a grounded theory approach, we have identified five robust categories of Instructor Talk that can characterize ~90% of non-content language found in over 60 courses: 1) Building Instructor/Student Relationships, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experience, and 5) Unmasking Science. The remaining ~10% of instances of Instructor Talk in these settings were categorized as non-productive or potentially discouraging in nature. Attention to Instructor Talk in undergraduate classrooms may be key for instructors to create inclusive learning environments. (1-1.5 hour)
Teaching diverse populations of students requires instructors to construct learning environments that are inclusive and equitable. Research in psychology and other disciplines suggests that how students personally experience learning environments strongly influences engagement, motivation, sense of belonging, and conceptual learning. Additionally, constructing a learner-centered classroom – with ample opportunities for small-group dialogues and for student reflection on learning – is associated with higher learning gains. In this interactive workshop, participants will share a common experience as the basis for discussing how students may experience classroom environments differently from one another. Individual participants will then have the opportunity to self-assess their current awareness 21 common equitable teaching strategies and identify those that could be immediately implemented in their classrooms. (1.5-2 hours)
Kimberly D. Tanner, Ph.D. is a tenured Professor of Biology with a research focus in Biology Education and is Director of SEPAL – The Science Education Partnership and Assessment Laboratory, which is her research group within the Department of Biology at San Francisco State University. Since joining the SFSU faculty in 2004, Dr. Tanner’s SEPAL research group has addressed three main lines of inquiry: 1) understanding the novice-to-expert transition among undergraduate biology majors, 2) developing novel assessment approaches to revealing student conceptions in science, and 3) evaluating the effectiveness of approaches to promoting equity in science. Her collaborative research investigating Science Faculty with Education Specialties (SFES) has been published in Science, Proceedings of the National Academy of Sciences, and PLOS ONE. She has been Principal Investigator on NSF-funded GK-12, TUES, CAREER, and Core Research awards, as well on a National Institutes of Health Science Education Partnership award and a Howard Hughes Medical Institute Undergraduate Science Education Award. Through these awards, she has engaged hundreds of science faculty, postdoctoral fellows, and graduate students – locally, regionally, and nationally – in professional development to support innovative and evidence-based science teaching. Dr. Tanner is a founding member of the Editorial Board for CBE: Life Sciences Education, co-author of the widely read Approaches to Biology Teaching and Learning features, and co-author of Transformations: Approaches to College Science Teaching. Dr. Tanner regularly serves on committees for the National Academy of Sciences, the National Science Foundation, and the American Society for Cell Biology. Dr. Tanner has been nationally and internationally recognized for both her research and her teaching in biology, including receiving the 2012 National Outstanding Undergraduate Science Teacher Award from the Society for College Science Teachers, being invited faculty for the 2016 Latin American School for Education, Cognitive, and Neural Sciences, and receiving the 2017 Bruce Alberts Science Education Award from the American Society for Cell Biology. Kimberly earned her BA in Biochemistry from Rice University in 1991, her PhD in Neuroscience from UC San
Francisco in 1997. She also completed a National Science Foundation Postdoctoral Fellowship in Science, Math, Engineering, and Technology Education (PFSMETE) jointly between Stanford University and UC San Francisco.
ODECE is excited to host Dr. Ashley Finley, Associate Vice President of Academic Affairs and Dean of the Dominican Experience at The Dominican University of California, for the first round of Inclusive Pedagogy Workshops for Spring 2018.
As the implementation of high-impact practices (HIPs) has become more prevalent on campuses, important questions about efficacy have emerged among national and campus-based researchers. This is particularly the case with regard to participation in HIPs among historically underserved and underrepresented students because they are rapidly becoming the new majority across the country. As discussions around access to higher education have accelerated, understanding how particular pedagogies influence the learning experiences of these students is imperative. It is also important to understand a) the effects of students’ participation in multiple high-impact practices, and b) the ways in which the quality of implementation of these practices influences students’ experiences and outcomes. This workshop will draw upon findings from a national research project that explores the efficacy of high-impact practices for these students, and considers the broader implications of these practices for all students. Participants will consider findings from quantitative data and student narratives, and how an equity-minded approach to facilitating student learning translates at the classroom level. The discussion will emphasize how collaborative work among faculty, staff and administrators can build an inquiry-guided and evidence-based approach for developing a deeper understanding of student learning and success.
Assessing the efficacy of high-impact practices, particularly at the course-level, can be determined in different ways. But one critical part of this assessment is measuring the degree to which students can demonstrate the learning outcomes intended from engaging in a particular high-impact experience. It is one thing for students to believe they possess a skill, but quite another to actually demonstrate it. Using an example of student work, faculty will engage in a hands-on exercise to understand how to interpret and apply a learning outcomes rubric designed to assess students’ cognitive development (i.e. the Critical Thinking AAC&U VALUE Rubric). The focus of the session is to deepen faculty members’ understanding of how such rubrics can be used at the course, program, and institutional levels to guide equity-minded inquiry of student learning and success over time, particularly for underserved students. As part of this process we will also consider the essential role of assignment design to promote better learning and assessment of learning outcomes.
Though high-impact practices contribute in significant ways to changes in students’ cognitive development, what is often underappreciated are the ways in which these learning experiences also contribute to their well-being. By connecting learning and well-being, campus conversations about “whole student development” can move beyond the boundaries of student affairs and into the innovative territory between the curriculum and co-curriculum. In this space, the value of students working through challenging problems, persevering to complete projects, and the resilience to overcome failure are seen as valued parts of the learning process, rather than fringe benefits. This session will explore how aspects of student well-being can be intentionally articulated and assessed alongside other essential learning outcomes, and why these outcomes are integral to a commitment to Inclusive Excellence. Participants will consider national and campus-based research connecting student learning with well-being outcomes such as sense of purpose and flourishing. We will also discuss how a commitment to whole student development as part of high-impact practices can provide a meaningful bridge between classroom learning and students’ personal development.
Dr. Ashley Finley is the Associate Vice President for Academic Affairs & Dean of the Dominican Experience at Dominican University of California and the national evaluator for the Bringing Theory to Practice (BTtoP) Project. She was the senior director of assessment and research at AAC&U and is currently an AAC&U senior fellow. Finley’s research and campus-based work focuses on connecting best practices for program implementation, assessment design, and inclusive excellence with institutional goals and strategic planning. She has published a number of articles, book chapters, and monographs, including Civic Learning and Teaching; Assessing Underserved Students’ Engagement in High-Impact Practices; and “Well-Being: An Essential Outcomes for Higher Education.” In her role with Bringing Theory to Practice, Dr. Finley has worked with campuses to implement and assess programs focused on the intersection of emphases attendant to the whole student— their engagement in learning, civic development, and psychosocial well-being. Before joining AAC&U, she was an assistant professor of sociology at Dickinson College, where she taught courses in quantitative methods, social inequality, and gender in Latin America. As a faculty member she taught courses incorporating high-impact learning practices, such as learning communities and service learning. Finley received a BA from the University of Nebraska-Lincoln and an MA and PhD, both in sociology, from the University of Iowa.
Previously the Boulder campus was fortunate to welcome Dr. Kelly Mack. Dr. Mack is the AAC&U Vice President for Undergraduate STEM Education and Executive Director of Project Kaleidoscope, a non-profit organization focusing on undergraduate STEM education reform, presented Inclusive Pedagogy workshops at CU Boulder on November 13 - 14, 2017.
Across these workshops, Dr. Mack showed how personal involvement in professional organizations such as the Association of American Colleges and Universities (AAC&U) help provide opportunities and resources to become more mindful, inclusive teachers and researchers.
In October, the Boulder campus was fortunate to welcome Dr. Saundra McGuire. Dr. McGuire is the Director Emerita of the Center for Academic Success at Louisiana State University in Baton Rouge, Louisiana where she formerly held the positions of Assistant Vice Chancellor and Professor of Chemistry, presented Inclusive Pedagogy workshops at CU Boulder on October 16 - 17, 2017.
Monday, October 16 at 9 - 10:30 am AND 11 - 12:30 pm in UMC 382-386
21st Century students come to college with widely varying academic skills, approaches to learning, and motivation levels. Faculty often lament that students are focused on achieving high grades, but are not willing to invest much time or effort in learning. This session will focus on the importance of helping students acquire simple, but effective learning strategies based on cognitive science principles. We will engage in interactive reflection activities that will allow attendees to experience strategies that significantly improve learning while transforming student attitudes about the meaning of learning.
Tuesday, October 17 at 9:30 - 11 am in UMC 235
Motivating today’s students to actively engage in learning activities proves challenging for most faculty. Very often millennial students do not respond as did students in the past to extrinsic motivators such as bonus quizzes and extra credit assignments. However, as James Raffini presents in 150 Ways to Increase Intrinsic Motivation in the Classroom, when the psychoacademic needs of students are met in creative ways, student motivation soars. This presentation will engage faculty in a discussion of addressing student needs for autonomy, competence, relatedness, self-esteem, and enjoyment in order to significantly increase student motivation.
Dr. Saundra Yancy McGuire is author of Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Dr. McGuire is the Director Emerita of the Center for Academic Success at Louisiana State University in Baton Rouge, Louisiana where she formerly held the positions of Assistant Vice Chancellor and Professor of Chemistry. Prior to joining LSU in August 1999, she spent eleven years at Cornell University, where she received the coveted Clark Distinguished Teaching Award. Dr. McGuire has been teaching chemistry, working in the area of learning and teaching support, and mentoring students for over 40 years. She has delivered keynote addresses or presented her widely acclaimed student success and faculty development workshops at over 250 institutions in 41 states and six countries. Additionally, she has published her work in The Journal of Chemical Education, American Scientist, Science, The Learning Assistance Review, To Improve the Academy, and New Directions for Teaching and Learning. Her latest book, Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation, was released by Stylus Publications in October 2015. The teaching and mentoring tools she has developed have led to curriculum change at several institutions.
She has received numerous awards for her work in improving student learning and mentoring students, the most recent of which is the 2015 American Association for the Advancement of Science (AAAS) Lifetime Mentor Award. In 2014 she received the Lifetime Achievement Award from the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE). In 2012 she was elected a fellow of The Council of Learning Assistance and Developmental Education Associations (CLADEA), and in 2011 she was elected a Fellow of AAAS. In 2010, she was elected a Fellow of the American Chemical Society, and also became one of only seven individuals in the nation at that time to have achieved Level Four Lifetime Learning Center Leadership Certification through the National College Learning Center Association (NCLCA). In November 2007 the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) was presented to her in a White House Oval Office Ceremony.