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Is your practice aligned with our Mission?

https://www.evc.edu/discover-evc/mission-strategic-planning

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How should we address increased diversity in our classrooms?
"Information technology and decreasing transport costs have facilitated the global mobility of people . . . For education, greater mobility means more diversity in classrooms . . . Education has an important role to play in equipping students with the skills needed for a global future" (OECD, 2019, p. 24).

https://www.un.org/en/development/desa/population/migration/data/index.asp

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https://nces.ed.gov/programs/coe/pdf/coe_cpb.pdf

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https://www.evc.edu/AcademicAffairs/Documents/FAST%20FACTS%20FALL%202018%20evc.pdf

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https://nces.ed.gov/programs/raceindicators/indicator_red.asp

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Why do community colleges have lower graduation rates?
https://nces.ed.gov/programs/raceindicators/indicator_red.asp

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Which approach do you identify with?
"The 'melting pot' metaphor is used to describe how immigrants who come to America eventually become assimilated into American culture, thus creating multiple cultures that have blended into one . . . The 'salad bowl' metaphor is a different view describing that immigrants who come to America combine their cultures with others, but still retain their own cultural identity."
https://sites.psu.edu/ajwcivicissues/2019/01/21/melting-pot-or-salad-bowl/

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What can we do in our classrooms to be more inclusive?
https://tanenbaum.org/about-us/what-we-do/education/tanenbaums-pedagogy/

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Which strategies might you use in your classes this semester?
https://poorvucenter.yale.edu/InclusiveTeachingStrategies

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Examples

Inclusive teaching strategies can be separated into two categories.

Incorporating diverse perspectives into course content by expanding reading lists beyond white male authors, offering various ethnic and racial perspectives in case studies, ensuring PowerPoints and lecture examples offer a variety of human examples, and avoiding tokenizing particular individuals, students, or representations.

Creating an inclusive classroom climate where all students are encouraged to participate, by learning about students' backgrounds and tailoring approaches accordingly, establishing ground rules for discussing controversial issues, and developing (and helping students develop) deeper racial and socioeconomic awareness.

Recommendations

Provide Support - Instructors can structure their courses to support students in and out of the classroom, through open office hours, additional learning and grading opportunities, formative assessments, and reliable email habits. Such support visibly extends the instructor's commitment to all their students' learning.

Consider Teaching and Learning Frameworks - Instructors should consider a variety of approaches to structuring their course content, and choose a design that best serves their student populations (to the best of their foreknowledge). Various designs can support more rigorous learning outcomes, additional review and support, or greater accessibility for diverse students.

Examine Implicit Biases - Instructors can consider their own attitudes towards students and strive to minimize negative impacts. This process can involve actively monitoring interactions with different types of students, implementing policies like name-blind grading and inter-rater grading to minimize the impact of bias, and maintaining high expectations for all students.

Maintain Awareness of Classroom Diversity - Instructors can develop and maintain their awareness and understanding of various racial and socioeconomic factors in their classes, as a way to test their implicit bias, ensure equal access for all their students, and even enrich classroom discussion.

Incorporate Diversity into the Curriculum - Instructors can be sure to represent diverse types of peoples and perspectives through course content and materials, including readings, lecture examples, images in PowerPoint presentations, and case studies. Doing so helps all students to imagine themselves within various learning scenarios.

Cultivate an Inclusive Climate - Instructors can create a nurturing classroom where students feel valued because of their differences, and feel comfortable participating in class. Effective syllabus and classroom behavioral policies can promote an inclusive environment, especially when instructors take time to discuss such policies in class with students.

Add a Diversity Statement to Syllabus - Instructors can address diversity issues head-on during the first class session by inviting students to discuss the syllabus in earnest; explaining the teaching philosophy with regards to other inclusive teaching methods; and outlining classroom ground rules for respectful classroom discussions and an inclusive community.

Consider Universal Design Principles - UDL provides an intensive framework to enable varied and comprehensive access of course content to all students. UDL helps instructors present information both orally and visually to accommodate student visual or auditory impairments, while recognizing various student learning preferences.

Solicit Student Feedback - Instructors can use anonymous online surveys to gather information from students regarding their prior knowledge and/or mastery of course material at the start of the semester, and continue to monitor how students feel about the course content and class climate by the middle of the semester. Midterm student course evaluations or observation protocols can also help instructors comprehend the climate and effectiveness of their classroom, and address inclusivity concerns (among other concerns) in real times.

Review the Literature - Instructors can learn more about critical pedagogies and classic texts on diversity in education through discipline-specific resources regarding diversity in a particular field.

Additional Resources

Armstrong, M.A. (2011). Small world: Crafting an inclusive classroom (no matter what you teach). Thought and Action, Fall, 51-61.

Creating Inclusive College Classrooms - UMichigan Center for Research on Learning and Teaching

hooks, b. (1994). Teaching to Transgress. New York, NY: Routledge Press.

Inclusive Teaching Strategies - Cornell Center for Teaching Innovation

Kaplan, M. & Miller, A. T. (Eds.). (2007). Special Issue: Scholarship of multicultural teaching and learning. New Directions for Teaching and Learning, (111).

Teaching a Diverse Student Body: Practical Strategies for Enhancing our Students' Learning - UVA Center for Teaching Excellence

The downloads section (bottom) features a printable handout version of this web page.

References

Ambrose, S. A., Bridges, M.W., DiPietro, M. & Lovett, M.C. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey Bass.

Salazar, M., Norton, A., & Tuitt, F. (2009). Weaving promising practices for inclusive excellence into the higher education classroom. In L.B. Nilson and J.E. Miller (Eds.) To improve the academy. (pp. 208-226). Jossey-Bass.

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Examples Inclusive teaching strategies can be separated into two categories.

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https://poorvucenter.yale.edu/ImplicitBiasAwareness

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Awareness of Implicit Biases | Poorvu Center for Teaching and Learning

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Examples Instructors may assume that certain students know to seek help when they are struggling, although students at higher risk for struggling academically are often less likely to seek help and support. Instructors may assume that students from certain backgrounds or social groups have differi…

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Implicit Bias: What are Your Unconscious Biases?

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Implicit Bias: What are Your Unconscious Biases?

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Do your results surprise you? Why or why not?
https://implicit.harvard.edu/implicit/takeatest.html

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

On the IAT, you may find it easier to pair certain attributes with one group of people compared to another. Your IAT results may depart from your personal beliefs.

Note: This site is designed for adults, aged 18 or older.

Data Privacy: Data exchanged with this site are protected by SSL encryption. Project Implicit uses the same secure hypertext transfer protocol (HTTPS) that banks use to securely transfer credit card information. This provides strong security for data transfer to and from our website. IP addresses are routinely recorded, but are completely confidential. For research purposes, data without directly identifying information is made publicly available. You can find more information on our Data Privacy page.

Important disclaimer: In reporting to you results of any IAT test that you take, we will mention possible interpretations that have a basis in research done (at the University of Washington, University of Virginia, Harvard University, and Yale University) with these tests. However, these Universities, as well as the individual researchers who have contributed to this site, make no claim for the validity of these suggested interpretations. If you are unprepared to encounter interpretations that you might find objectionable, please do not proceed further. You may prefer to examine general information about the IAT before deciding whether or not to proceed.

If you have questions about the study, please contact Project Implicit at questions@projectimplicit.net. To obtain more information about the study, ask questions about the research procedures, express concerns about your participation, or report illness, injury or other problems, please contact:

Tonya R. Moon, Ph.D.
Chair, Institutional Review Board for the Social and Behavioral Sciences
One Morton Dr Suite 500
University of Virginia, P.O. Box 800392
Charlottesville, VA 22908-0392
Email: irbsbshelp@virginia.edu
Website: https://research.virginia.edu/irb-sbs
Website for Research Participants: https://research.virginia.edu/research-participants

I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed using a touchscreen OR using a keyboard.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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What does intersectionality mean to you?

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Kimberlé Crenshaw: The urgency of intersectionality

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Now more than ever, it's important to look boldly at the reality of race and gender bias -- and understand how the two can combine to create even more harm. Kimberlé Crenshaw uses the term "intersectionality" to describe this phenomenon; as she says, if you're standing in the path of multiple forms of exclusion, you're likely to get hit by both.

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https://operations.du.edu/inclusive-teaching/intersectional-pedagogy

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Symington, A. (2004). Intersectionality: A Tool for Gender and Economic Justice. Women's rights and economic change, 9(August), 1-8.

Case, K. A. (2016). Toward an Intersectional Pedagogy Model: Engaged Learning for Social Justice. In Intersectional Pedagogy (pp. 1-24). Routledge.

Cole, E. R. (2016). "Forward," in Intersectional Pedagogy: Complicating Identity and Social Justice, ed. Kim A. Case. Routledge, 2016. (ix-xii.)

Cole, E. R., Case, K. A., Rios, D., & Curtin, N. (2011). Understanding What Students Bring to the Classroom: Moderators of the Effects of Diversity Courses on Student Attitudes. Cultural Diversity and Ethnic Minority Psychology, 17(4), 397-405.

Curtin, N., Stewart, A. J., & Cole, E. R. (2015). Challenging the Status Quo: The Role of Intersectional Awareness in Activism for Social Change and Pro-Social Intergroup Attitudes. Psychology of Women Quarterly, 39(4), 512-529.

Dill, B. T., & Zambrana, R. E. (2009). Emerging intersections: Race, class, and gender in theory, policy, and practice. Rutgers University Press.

Greenwood, R. M., & Christian, A. (2008). What happens when we unpack the invisible knapsack? Intersectional political consciousness and inter-group appraisals. Sex Roles, 58.

Oleksy, Elżbieta H. "Intersectionality at the Cross-Roads." Women's Studies International Forum 34, no. 4 (July 1, 2011): 263-70.

Davis, Dawn Rae. "Unmirroring Pedagogies: Teaching with Intersectional and Transnational Methods in the Women and Gender Studies Classroom." Feminist Formations; Baltimore 22, no. 1 (2010): 136-62.

Crenshaw, Kimberlé . "Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color." Stanford Law Review 43, no. 6 (1991): 1241-99.

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Symington, A. (2004). Intersectionality: A Tool for Gender and Economic Justice. Women's rights and economic change, 9(August), 1-8. Case, K. A. (2016). Toward an Intersectional Pedagogy Model: Engaged Learning for Social Justice. In Intersectional Pedagogy (pp. 1-24). Routledge. Cole, E. R. (2016). "Forward," in Intersectional Pedagogy: Complicating Identity and Social Justice, ed.

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What's next? Where do we go from here?