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CreatingInclusiveLearningandResearchEnvironments:KeyConceptsandRecommendations

August12,2016

UniversityofCincinnati,DiversityandInclusionintheCurriculum

CreatingtheInclusiveClassroomSubcommittee

Co-ChairsandEditors:VigneshSubbian,RobinSelzer,andJenniferMalat

Contributors:PamBach,HeleneHart,NzinghaDalila,AinsleyLambert,BradMallory,BethFaller

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TableofContentsBackgroundandMotivation...........................................................................................................3

FacultyD&ILearningOutcomes..............................................................................................31

StatementsofInclusionforCourseSyllabi..............................................................................32

2.1 Guidelines........................................................................Error!Bookmarknotdefined.

2.2 ExamplefromUC.............................................................Error!Bookmarknotdefined.

2.3 ExamplesfromOtherInstitutions..................................................................................5

InclusivePracticesforIn-ClassActivities.................................................................................63

3.1 Guidelines.......................................................................................................................6

3.2 Example1:SocialConstructionofIdentity.....................................................................7

3.3 Example2:UnLecture.....................................................................................................8

3.4 ExampleofInclusiveTeachinginSTEM..........................................................................9

3.5 ExamplesofOtherIn-classActivities..............................................................................9

CombattingBiasesandStereotypesThreatsintheClassroom.............................................104

4.1 GuidelinesandTools....................................................................................................10

4.2 Microagressions...............................................................Error!Bookmarknotdefined.

4.3 StereotypeThreat.........................................................................................................11

UniversalDesignforLearning(UDL).....................................................................................125

5.1 Definition......................................................................................................................12

5.2 Guidelines.....................................................................................................................12

5.3 CaseStudies..................................................................................................................12

5.4 Examples.......................................................................................................................12

GlobalSocialJustice..............................................................................................................126

6.1 Examplelesson:100Villages...........................................Error!Bookmarknotdefined.

6.2 AdvisingInternationalLinguisticallyDiverseStudents.................................................13

7 InclusivePracticesforMentorshipinResearchSettings.......................................................16

a. Guidelines.........................................................................................................................16

b. CaseStudies.........................................................................Error!Bookmarknotdefined.

c. Examples..............................................................................Error!Bookmarknotdefined.

8RecommendationsforD&ITransformation..........................................................................17

AppendixA:Checklist...................................................................................................................18

AppendixB:Glossary.......................................................................Error!Bookmarknotdefined.

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BackgroundandMotivation

Our subcommittee is part of a larger university initiative to improve inclusion in theclassroomandcurriculum.Ourchargewastocollectkeyconceptsandmakerecommendationstoothersubcommitteeschargedwithimplementingprograms.

EngagingDiversityinLearningEnvironmentsisdefinedas“active,intentional,andongoing,engagement with differences – in people, in the curriculum, in research, and in thecommunities in ways that increase one’s awareness, content knowledge, cognitivesophistication,andempathicunderstandingofthecomplexways individuals interactwiththesystemand institutions” (adapted fromClayton-Pederson,O’Neill, andMusil, 2009, p.6). Seealso Faculty Focus Special Report on Diversity & Inclusion in the Classroom:http://www.facultyfocus.com/free-reports/diversity-and-inclusion-in-the-college-classroom/

Weencourageeveryone to reflecton their current teachingand learningpracticesusingthechecklistinAppendixA.Then,usethisMasterdocumenttoadoptstrategiesthatwillhelpyouachieveyourgoals.

1. FacultyD&ILearningOutcomes

FLO Resources1. Explainstereotypethreatandhowtoavoiditintheclassroomand

otherstudentenvironmentsSection4

2. Identifyandimplementevidence-basedstrategiesforimprovingallstudents’successintheclassroom,lab,etc.

Section3,5

3. Articulatedifferencesandsimilaritiesamongmultiplesocialgroups’experiences,includingdominantgroupmembers,atUCandinsociety

Section2

4. Understandtheglobalsocialjusticeperspective Section6

2 StatementsofInclusionforCourseSyllabi

2.1 Recommendations

1. Educators should be encouraged and allowed to develop their own statements ofinclusion. Course approval committees should not mandate such a statement or thelanguageforthestatement(Rationale:Statementsdevelopedthroughself-interestarelikely to be personalized and tailored closely to the course and participants’backgrounds,andtranslatedtopractice).

2. Explicitlydiscussandinterpretstatementsonthefirstdayofclass.3. Remindstudentsaboutthesestatementsduringsituationssuchasteamconflicts,crisis,

grievancesetc.Forexample,whenastudent(orstudentteams)expressdiscomfortorconflicts, in addition to providing recommendations to resolve the problem, include“pleaseseestatementofinclusioninthecoursesyllabus”.

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4. Makenoteofreactionstostatementsthroughoutthetermandusetheinformationforreflectionpost-termandnextofferingof thecourse.Rationale:Mightpotentiallyhelpeducatorsidentifytheirbiases.

5. Discuss (or promote) statements during curriculum committee meetings and otherformal/informalfacultymeetings,asappropriate.

6. Thestatementsmaybeusedastoolforpersonalaccountability.Pleaseseesubsequentsectionsforinclusivepractices.

2.2 ExamplefromUC

The following is a record of implementing statements of inclusion and preferences incoursesinthesoftwareengineeringcurriculum(EECE3093C–SoftwareEngineering;EECE6032–SoftwareTestingandQualityAssurance)intheCollegeofEngineeringandAppliedScienceatUC.Keydiversityaspectsthatareimportanttothecoursearehighlightedinred.

StatementofInclusion:

Thediversity**of the participants in this course is a valuable source of ideas, problemsolving/programming strategies, and software engineering creativity. If you feel that yourcontributionisnotbeingvaluedforanyreason,pleasespeakwithmeprivately.Ifyouwishtocommunicate anonymously, youmaydo so inwritingor speakwith anacademic advisor.AsmembersoftheUCacademiccommunity, it isoursharedresponsibilitytocultivateaclimatewhereallstudents/individualsarevaluedandwhereboththeyandtheirideasaretreatedwithrespect.

**includes every participant's identity, personal and academic/professional background(includes technical/programming experience, co-op/research experience), interests, andexpertise.

StatementofPersonalChallengesandPreferences:

• If you have personal challenges such as health issues that might affect your ability toperforminthisclass,pleaseletmeknowassoonaspossiblesothatwecanworktogethertomakeappropriateaccommodations.

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• Also,Iwillgladlyhonoranyrequesttoaddressyoubyapreferrednameorgenderpronoun.

Pleaseadvisemeofthispreferenceearly inthesemestersothat Imaymakeappropriatechangestomyrecords.

2.3 ExamplesfromOtherInstitutions

• Diversity Statement (Respect): Students in this class are encouraged to speak up andparticipate during class meetings. Because the class will represent a diversity ofindividualbeliefs,backgrounds,andexperiences,everymemberofthisclassmustshowrespectforeveryothermemberofthisclass.

• Safe Zone Statement: I am part of the Safe Zone Ally community network of trainedChicoStatefaculty/staff/studentswhoareavailabletolistenandsupportyouinasafeandconfidentialmanner.AsaSafeZoneAlly,Icanhelpyouconnectwithresourcesoncampustoaddressproblemsyoumayfacethatinterferewithyouracademicandsocialsuccessoncampusasitrelatestoissuessurroundingsexualorientation/genderidentity.Mygoalistohelpyoubesuccessfulandtomaintainasafeandequitablecampus.

• Everystudent inthisclasswillbehonoredandrespectedasan individualwithdistinctexperiences,talents,andbackgrounds.Studentswillbetreatedfairlyregardlessofrace,religion, sexual orientation, gender identification, disability, socio-economic status, ornationalidentity.Issuesofdiversitymaybeapartofclassdiscussion,assignedmaterial,and projects. The instructor will make every effort to ensure that an inclusiveenvironment exists for all students. If you have any concerns or suggestions forimproving the classroom climate, please do not hesitate to speak with the courseinstructorortocontacttheOfficeofDiversityandInclusionat617-824-8528.

• EquityandDiversityStatement:ChapmanUniversity iscommittedtoensuringequalityandvaluingdiversity.Studentsandprofessorsareremindedtoshowrespectatalltimesasoutlined inChapman’sHarassmentandDiscriminationPolicy.Anyviolationsof thispolicyshouldbediscussedwith theprofessor, theDeanofStudentsand/orotherwisereportedinaccordancewiththispolicy.

Studentsmaysendanemaillikethis,whichyoumusthonoraccordingtoTitleIX.DearProfessor[name],Mynameis[Preferredname],andIwillbeattendingyourcourse[blank]on[days]at[time]this[term].Ihavenotyetlegallychangedmyname.Onyourrosterismylegalname,[Legalname].Iwouldgreatlyappreciateitifyourefertomeas[Preferredname]anduse[pronouns]whenreferringtome.Thankyouforyourunderstanding,andIlookforwardtostartingyourcoursenextweek.Sincerely,[Preferredname]

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• Stonehill Collegeembraces the diversity of students, faculty, and staff, honors theinherent dignity of each individual, and welcomes their unique cultural and religiousexperiences,beliefs,andperspectives.Weallbenefitfromadiverselivingandlearningenvironment, and the sharingofdifferences in ideas,experiences, andbeliefshelpusshapeourownperspectives.Coursecontentandcampusdiscussionswillheightenyourawarenesstothesedifferences...

• InclusiveSyllabiProject:http://www.cirtl.net/ContentMatters

3. InclusivePracticesforIn-classActivities3.1 Guidelines

1. ROPES.Generalguidelinesforgroupdiscussions.a. R = Respect: Treat each other with respect, even if you disagree. Only one

personspeaksatatime.Listencarefullytoeachotherwithoutinterruptions.b. O=Openness:Speakhonestly.Themostrespectfulthingwecandotogetheris

tobereal.Bewillingtosaywhatyoureallythinkabouteachtopic. Ifyouholdback,wecannotlearnfromyou.

c. P=Participation:Speakbrieflysoeveryonehasachancetoparticipate.Stayonthetopicathand.

d. E=Education:Thefacilitatorsarenotexperts.Theyareheretohelpfacilitatetheprocess.Everyonehascometothetabletolearn,grow,andshare.

e. S = Sensitivity: Use “I” Statements. Speak only for yourself, rather than as arepresentative for any group. Remember the others are only speaking forthemselves.

2. Howtoestablishaninclusiveclassroomlearningenvironment.a. Useyoursyllabustoestablishinclusiveness(seeSection2).b. Buildcomfortandcommunitythroughthoughtfullydesignedactivities(seecase

studiesinSection3.1-3.3).c. Arrangeyourclassroomsothatitinvitesequaldiscussionparticipation.

3. Howtomaintainaninclusiveclassroomlearningenvironment.a. Regularly return to and reaffirm guidelines of respectful conduct and

inclusiveness.b. As the professor/educator, set an example of the climate you desire through

your responses to student contributions and design assignments that reaffirmthat atmosphere. Include empirical facts. Pause discussions when moreinformationisneeded.

c. Engageinexercisesthatentailrepresentingviewpointsdifferentfromthoseheldbyindividualstudents.

d. Watchoutforracialspotlightingorgenderinequalityinclassroomparticipation.e. Learn key phrases for welcoming student participation and for delicately

respondingtocontroversialmomentsorstudentswhodominateinclass.f. Discussthelimitsofconfidentialityinyourcourse.

4. Howtoclose/wrap-upaninclusiveclassroomlearningenvironment.

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a. Unite new student knowledge to original questions students had at thebeginningofthecourse.

b. Showstudentshowtheirself-definedlearninggoalshavebeenmet.c. Invitestudentstoreflectontheirlearningexperiences(seeexamplesinSection

3.4)

3.2 Example1:SocialConstructionofIdentity

Goal: View the short film Underground (Dehnert and Lagos, 2003), which is intentionallyprovocativeinitsdepictionofrace,gender,andclass.Reflection,pair&share,activelistening,guideddialog/discussion.Methods: “An example from a class taught by Robert Poch, one of the authors of thismonograph, offers another illustrationof how time canbe purposefully allocated to balancethepresentationofcontent,opportunity forstudentstoengagewithcomplexcoreconcepts,andthepracticeofinterculturalskillsandbehaviors.

• First,studentsviewedtheshortfilmUnderground(DehnertandLagos,2003).Becausethefilmisintentionallyprovocativeinitsdepictionofrace,gender,andclass,studentsoftenformimmediateandfixedopinionsaboutwhatishappeninginthefilmandfinditchallengingtoconsideralternativeinterpretations.

• Second, students were asked to take brief reflective notes to document theirperceptionsofwhatwashappeninginthefilm.

• Third, students were asked to pair off with a student that they do not know and toparticipate in severalexercises.Theybeganby taking turns listening to theirpartner’sinterpretationofthefilmwithoutinterruptingexcepttoaskclarifyingquestions.Then,thestudentswholistenedrepeatedtotheirpartnerwhattheyheardtheirpartnersay,checking if their interpretation of that person’s comments and observations wasaccuratewithoutexpressingevaluativejudgmentsaboutthepartner’sviews.

From this activity, students were led through the difficult process of truly listening to

another individual—avitalskill tounderstandingandrelatingtodiverseothers.Tobeabletotruly listen to another individual involves several subskills, such as suspending judgment andlisteningwithout interrupting. The activity broke down the process into severalmanageableandexplicitsteps:(1)listenwithoutspeaking;(2)respondwithoutinsertingone’sopinion,justwhat they heard; (3) offer one’s own thoughts and perspectives; and (4) reflect upon theprocessandhowitaddedtoone’sowninterpretationandperspectivesonthetopic.Thelastguided step, reflectionupon the skill being developed in relation to the topic, is critical to astudent’scognitivedevelopment(thatis,complexityofthoughtorcriticalthinking).”EngagingDiversityinUndergraduateClassrooms:APedagogyforDevelopingInterculturalCompetencebyAmyLee,RobertPoch,MartaShaw,andRhiannonWilliams.

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3.3 Example2:UnLecture

Goal:ThefollowingisacasestudyofUnLecture,anactivitytomeaningfullyintegratestudents’real-world experiences (industry/research/field) into classroom learning (Subbian and Purdy2014)Inclusive features: The UnLecture technique is inclusive because it (1) directly connectsclassroomlearningto“practice”by integratingstudents’professionalexperience(cooperativeeducation, internship, or research) into their education, (2) promotes critical thinking ofdiscipline-specificconceptsandissuesthroughactivelearningandreflection,and(3)allowsforthedevelopmentofneworimprovedperspectivesonthetopicathand.Methods:TheUnLecturetechniqueisbuiltonathemed,participant-drivendiscussionsessionalongwithreflectivewritingcomponentsbeforeandafterthesession.Thecentralelementthatfacilitatesboththewritingandactive-learningcomponentsistheUnLecturerubric.Therubricisa set of carefully designed questions based on the discussion theme, usually provided tostudents a week before the session. It should be noted that the UnLecture rubric is notnecessarily a grading rubric. It is rather intended to serveas a “blueprint” todefine learningoutcomesandguidestudentsandinstructors inexecutingactivities involved inasession.TheinstructionalmodelofUnLecture,asshowninFigure1,consistsofthreephases:Retrospection,Examination,andReflection.• Before the session, students retrospect their past co-op/internship assignments, recollect

detailsthatarerelatedtothesessiontheme,anddocumentsomefinepointsbasedonthequestions in the rubric. Note: Undergraduate students in most colleges at UC completeeither mandatory (e.g., CEAS and COB) or optional (e.g., A&S) cooperative education,completinguptofiverotations(20months)inindustryand/orresearchpositions.

• During the session, students share their retrospective thoughts and learn from fellowstudents’ cooperative education experiences. They also examine practices that wererealized in various course projects and assignments, and analyze the differences andsimilarities between their experiences in industry and their learning experience from thecourse.

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• After the session, the students combine their perspectives from both retrospection andexaminationtoreflectonhowtheywillperformdifferently intheirnextco-oprotationorworkassignment.Furtherdetailsandrubricexamplescanbefoundhere.

Students’Reactions/Assessments:• “Allofmyexperiencehasbeeninverysmallteamsanditwasinterestingtohearabout

teamsthatwere25+people…andaboutteamsthatwereinternationalandthebenefitsanddifficultiesofhavingpeopleworkingatdifferenttimezonesacrosstheworld.”

• “Itwasinterestingtoseehowtheir[fellowstudents']co-opsweredifferentfrommine,especiallythosewhoworkedon_____.Ihopetogainexperiencedoing/learning_____inthiscoursethatIwillbeabletotakebacktomynextco-op.”

• “…becauseIhavenotyetcompletedaco-op,Idonothaveagoodideaofwhataco-opentails.Listeningtomyclassmatestalkabout[co-ops]…hasgivenmemoreinsightandconfidencethatmateriallearnedinthisclasswillberelevantandusefulformyfirstco-op.”

3.4 ExamplesofInclusiveTeachinginSTEM

See this excellent workbook for facilitating discussions about diversity among faculty,administratorsandstudents(Source:CIRTLNetwork).Theworkbookisseriesofone-pagecasestudies of discussions surrounding challenging educational situations such as learning styles,race/ethnicity,sexualorientation,academicpreparation,nationality,religion,andgender.

3.5 ExamplesofOtherIn-ClassActivities

• IntegratingNarrative/CulturalObject:“Studentsareaskedtoselectanobjectfromtheirlivesthatreflectsanaspectoftheirculturalidentity.”See:Lee,Amy,RhiannonWilliams,andRusudanKilaberia."Engagingdiversityinfirst-yearcollegeclassrooms."InnovativeHigherEducation37.3(2012):199-213.

SessionTheme

ExaminationRetrospection Reflection

(Co-opExperience)

(Classroom/Laboratory)

Figure1InstructionalModelofUnLecture

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• UofColorado,Boulder:facultyessaysonwaystohonordiversityintheclassroom,broadrepresentationacrossthedisciplineshttp://www.colorado.edu/ftep/sites/default/files/attached-files/diversity_compendium1999.pdf

• StartTalking:AHandbookforEngagingDifficultDialoguesinHigherEducation-http://www.difficultdialoguesuaa.org/handbook

4. CombattingBiasesandStereotypesThreatsintheClassroom

Biasescanbeimplicitorexplicit.Explicitbiasesareoftenaccessiblethroughintrospection.Implicit biases, on the other hand, “unconscious biases that affect the way we perceive,evaluate,or interactwithpeople fromthegroupsourbiasestarget.”Problemswithbiases intheclassroomincludethefollowing:

• Evaluationbias• Biasinclassroomdiscussionorreactiontoauthors• Biasinsyllabus/curriculumdesign• Behaviorthattriggerspoorperformancefromstudents.

4.1 GuidelinesandTools

• Anonymous grading: Unconscious biases can shape our evaluations of others. Ifpossible, remove informationabout the identityof the studentwhenevaluating theirwork.

o Havestudentswritetheirnamesonthebackpageoftheexam/assignment.o Learn management systems such as Blackboard have features that allow for

anonymousgrading.• Connectwithandproactivelylearnaboutyourstudents.

o Learn students’ names and if possible their correct pronunciations. This willenableyoutoengageallstudentsequally.

o At the beginning of the course, invite students to share preferred genderpronounswhenintroducingthemselves.

o Assesstheclassroomclimateperiodicallythroughanonymoussurveys.• Bereflectiveandassessyourownbiases.

o Ask yourself how your experiences, values, beliefs, and stereotypes might (1)influence your knowledge and understanding of groups/individuals that aredifferent from you (e.g., racially), (2) inform the way you interact withindividuals,and(3)thewayyoubehaveintheclassroom.

o TaketheImplicitAssociationTest(IAT)• Review this information to change task descriptions/language to promote student

successinthefaceofnegativestereotypes.

4.2 Microaggressions

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a.Examplesofmicroaggressions.http://sph.umn.edu/site/docs/hewg/microaggressions.pdf

b. Quick reference to the types of microaggressions experienced by college studentshttps://www.buzzfeed.com/hnigatu/racial-microagressions-you-hear-on-a-daily-basis?utm_term=.hyejezKOQ#.pn72LWKvXc. The Microaggressions Project. http://www.microaggressions.com/about This site isdevoted to showing howmicroaggressions “create and enforce uncomfortable, violentand unsafe realities onto peoples’ workplace, home, school, childhood/ adolescence/adulthood,andpublictransportation/spaceenvironments.”d.Toolsforinterruptingmicroaggressions.http://academicaffairs.ucsc.edu/events/documents/Microaggressions_InterruptHO_2014_11_182v5.pdfe. Minikel-Lacocque, Julie. 2013."Racism, College, and the Power of Words: RacialMicroaggressionsReconsidered."AmericanEducationalResearchJournal50(3):432-465.http://aer.sagepub.com.proxy.libraries.uc.edu/content/50/3/432.full.pdf+htmlExcerpt:"Thus,Iproposethecreationofaprogramonourcampusesthatdirectlyaddressesracism.Specifically,thisprogramwouldhaveasitscentralgoals:(a)raisingawarenessandunderstandingofracismamongmajoritystudents,(b)offeringacommonlanguagewithwhichtotalkaboutracism,and(c)providingasupportsystemtoempowerstudentstocontestracialmicroaggressionswhentheydooccur.Inessence,Iamarguingforaninfrastructuretobebuiltoncollegecampusesascommonpractice.Theinfrastructurewouldincluderegular,visibleclassesandforumsonraceandracism;somerequired,someoptional.Alsoincludedwouldberequired,in-depthtrainingsforfacultyandstaffmemberstoincreasetheirsensitivitytoandawarenessofracismanditsfar-reachingeffects.Thesetrainingswouldenablethemtosuccessfullyfacilitateconversationsintheclassroom,whethertheseconversationsbeplannedbytheinstructororinitiatedbystudents.Additionally,newstudentorientationswouldconsistentlyincludeopen,directconversationsaboutracismoncollegecampuses."(p.461).

4.3 StereotypeThreat

Stereotypethreatsrefertotheriskofconfirminganegativestereotypeaboutone’sgroup(suchasraceorgender).

a. EmpiricallyValidatedStrategiestoReduceStereotypeThreat:https://ed.stanford.edu/sites/default/files/interventionshandout.pdf

b. Excellentscholarlyonlineresourcethataddresses:i. Whatisstereotypethreat?ii. Whataretheconsequencesofstereotypethreat?

iii.Whoisvulnerabletostereotypethreat?iv.Whatsituationsleadtostereotypethreat?v.Whatarethemechanismsbehindstereotypethreat?

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vi.Whatcanbedonetoreducestereotypethreat?vii.Accesstoempiricalworkonstereotypethreat.

http://www.reducingstereotypethreat.org/definition.htmlc. Example:Women'sexperiencesinmath.Good,Catherine,Aronson,JoshuaandJayne

AnnHarder.2008."Problemsinthepipeline:Stereotypethreatandwomen'sachievementinhigh-levelmathcourses."JournalofAppliedDevelopmentalPsychology29:17-28.https://sish.fiu.edu/initiatives/advance-grant/products/3-good_aronson_harder_field-experiment-math-2008.pdf

d. Vanderbilt’ssite,seesectiononReducingStereotypeThreathttps://cft.vanderbilt.edu/guides-sub-pages/increasing-inclusivity-in-the-classroom/

5. UniversalDesignforLearning(UDL)5.1 Definition

UDLisdefinedas“ascientificallyvalidframeworkforguidingeducationalpracticethat:(1)provides flexibility in the ways information is presented, in the ways students respond ordemonstrate knowledge and skills, and in the ways students are engaged and (2) reducesbarriers in instruction, provides appropriate accommodations, supports, and challenges, andmaintains high achievement expectations for ALL students/learners” (Higher EducationOpportunityActof2008).

5.2 Guidelines

ThethreeguidingprinciplesofUDL,basedonneuroscientificresearchare:1. ProvideMultipleMeansofRepresentation(the“what”oflearning)2. ProvideMultipleMeansofActionandExpression(the“how”oflearning)3. ProvideMultipleMeansofEngagement(the“why”oflearning)

CASThassomegood“UDLonCampus”resourcesgearedtoahighereducationaudience:http://udloncampus.cast.org/home#.V5eVB5MrKb9

5.3 CaseStudies

UDLcasestudiescanbefoundhere.ConsiderexploringfreelyavailabletoolsforUDL.

5.4 Examples

ImplementationexamplesofUDLcanbefoundhere.

6.GlobalSocialJusticeandInternationalStudents

6.1.GlobalsocialjusticeGlobalsocialjusticeperspectiveistohaveanexpectationofteachingthat

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• Thedominantperspectiveisoneofmanyperspectives• The perspective of other groups can be of equal value to the perspective of the

dominantgroup• Thedominantperspectivemay,incertainsituations,underminethegrowthandstability

ofothergroups,and• Insomecases,otherperspectivesmaybepreferredoverthatofthedominantgroup

Thefollowingareusecases/examplesofsomeglobalsocialjusticeissues:

• Globalgovernance(war,corruption,terrorism)• Environment/sustainabledevelopment• Human rights inequalities on a global scale (access to education/healthcare, death

penalty)• Worldpovertyandglobalhealth• Workingwithinternationalstudents(deferredactionforchildhoodarrivals,citizenship,

immigration/treatmentofrefugees)

6.1Exampleactivity:100Villages

Goal: (1) To check and challenge our assumptions about our highly complex, globalized,evolving,andmulticulturalworldand(2)Tocommunicateeffectivelytocreateconsensus.Thisgroupactivity(2to4memberspergroup)istakenfrom100villages.org.Overview:Let’simaginethatwecouldshrinktheEarth’spopulationtoavillageofprecisely100people–suchthatallexistinghumanratiosremainthesame.Yourtaskistocometoagroupconsensusbefore recording your answers toquestionsonworksheet. If a term is a little tooambiguous on the worksheet, work with your group to arrive at mutually agreed uponconcept/term.Dialogueiscriticalforthisactivity.

6.2InternationalandLinguisticallyDiverseStudents

• AdvisingInternationalStudentsseepage6-7for“AimingforExcellence”forrecommendations:https://www.nacada.ksu.edu/Portals/0/NACADAreads/2016%20Guidebook/Chow%20VFF_NewAdvisorGuidebook.pdf

• UnderstandingLinguisticVariation

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o Languageandlanguagevariationareconnectedinimportantwaystostudents’educationaldevelopmentandlaterjobopportunities.Fromalinguisticperspective,nolanguageorlanguagevarietyisinherentlybetterormorecorrectthananother.However,postsecondarystudentsneedtounderstandandproducecomplexwritten,oral,andmultimodalacademictextstobesuccessful.Inordertofullyparticipateinacourse,theymustalsolearntheinstructor’s(ordiscipline’s)preferrednormsandroutinesforcommunication,interaction,andthepresentationofinformation.

o International,newimmigrantandGeneration1.5immigrantstudentscanfacechallengesstemmingfromsocial,cultural,linguistic,andeducationaldifferencesbetweenpriorandcurrenteducationalsettings.Forexample,suchstudentsmightstruggletounderstandculturalreferences,complexacademicvocabulary,ortheexpectationsforaudienceengagementduringapresentation.NativeEnglish-speakingstudentswhospeakastigmatizedlanguagevarietymayexperiencesomeofthesesamechallenges,eitherbecausetheirlanguageisn'tvaluedintheclassroomorbecausethelanguageusedonassessmentsismoredifficultforthem,giventheirownlanguagebackground.

• BestPracticestoSupportLinguisticallyandCulturallyDiverseStudentso Explicitlyteachthenormsandconventionsofthelanguageyouexpectinyour

classroom.o Explicitlyteachnormsandroutinesforcommunication,interaction,andthe

presentationofinformation.o Advertiseavailablesupportsandresourcesandrecommendorrequirethatall

studentsusethem(e.g.,onerequiredvisittoofficehours).o Learnaboutyourstudents’linguisticbackgroundsandpreferredcommunication

styles.o Provideopportunitiesforstudentstoexploredifferencesbetweenthepreferred

languageinyourclassroomandthelanguagevarietieswithwhichtheyaremostcomfortable.

o Providefrequentfeedback(writtenandoral)thatpositionsstudentsasemergingscholarswhoareaddingtotheirlinguisticrepertoiresratherthandeficientlanguageusers.

o Toincreaseoralparticipationduringclass,tryoneormoreofthefollowing:(a)Distributeproblemsordiscussionquestionsaheadoftime,(b)Allowstudentstothinkorwriteandspeakwithapartnerbeforespeakingtothewholeclass(Think-Pair-Share),(c)Provideatleast20secondsof“waittime”beforetakingthefirstresponse,(d)Asktohearfromsomeonewhohasnotyetspoken,or(e)Allowstudentstorespondusingpictures/diagrams/theirmostcomfortablelanguageorlanguagevarietyandthenexplainortranslatewhennecessary.

o Exploreopportunitiestobuildyourown,andyourstudents’,positiveattitudesaboutlanguageandlinguisticvariation.

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o Seemoreat,andadaptedfrom,CharityHudleyandMallinson(2014,p.35).Citation:CharityHudley,A.H.&Mallinson,C.(2014).Wedolanguage:Englishlanguagevariationinthesecondaryclassroom.NewYork:TeachersCollegePress.

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7.InclusivePracticesforMentorshipinResearchSettings

As a public institution of higher learning with the Carnegie designation of “very highresearch activity”, UC is home to several thousand students, scholars, and faculty who areheavily involved in research. This section discusses inclusive practices for mentorship inresearchsettings.

7.1.Guidelines

Category1:FacultyMentorandMentee(Assumption: Mentor is predominantly a research faculty and the mentee is a graduatestudent)

• Jointlydevelopanindividualdevelopmentplan(IDP):ConsiderusingtheIDPtool,whichmayberequirediftheresearchisfederally-supported.

• SeechecklistinAppendix.Category2:StaffAdvisorandAdvisee(Assumption: Advisor is a predominantly a staff academic advisor and the advisee is anundergraduatestudent)

7.2 Examples

• DevelopapolicystatementforworkingwithundergraduateResearchAssistantssimilartoUniversityofTexasmodel:http://www.policies.utexas.edu/policies/graduate-and-undergraduate-research-assistants

• Createresearchexpectations,contracts,andrubricsforassessment.Seeexample.

ExampleUndergraduateResearchContract

Professor:________________________________Term(s)whenresearchwillbeconducted:________________________Willthisprojectbeforcredit?Y/NIfyes,howmanycredithours?_________Whatisthecoursedesignation?_________Student’sSignature:_________________Professor’sSignature:________________________Summaryandpurposeofproposedresearch:StudentLearningOutcomes:Aftersuccessfulcompletionoftheproject/course,youwillbeableto…Expectationsofstudentresearchers:…Grading:Gradingwillbebaseduponthestudent’sabilitytomeetexpectationstosuccessfullymasterthegoalssetinthestudentlearningoutcomes.…

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8.RecommendationsforD&ITransformation

• Promoteapeer-reviewedversionofthisdocumentontheUCD&Iofficewebsite,CET&L,andUCLEAF

• Develop“sustainable”workshops.Afewvenuesforintegrationinclude:o Newfacultyorientationo Annualdiversityconferenceo Deansanddepartmentchairmeetingso LearningcommunitiessuchastheUCBlueAshCulturalDiversityLearning

Community.• RecognizeandincentivizeD&Iworkinannualperformancereviews,reappointment,

promotion,andtenurepolicies.Forexample,theUniversityofWashingtonFacultyCodestates,"InaccordwiththeUniversity'sexpressedcommitmenttoexcellenceandequity,contributionsinscholarshipandresearch,teaching,andservicethataddressdiversityandequalopportunitymaybeincludedamongtheprofessionalandscholarlyqualificationsforappointmentandpromotionoutlinedbelow."FromtheFacultyCode,VolumeII,PartII,Chapter24,Section24-34)

• Examplesofcommitmenttoexcellenceandequitythoughcontributionsinscholarshipandresearch,teaching,andservicethataddressdiversityandequalopportunitythatmaybefoundintheCVandothermaterials.Forexample,fromtheUniversityofWashington,DirectoroftheOfficeforFacultyAdvancement(sourceUCBerkeley)

o Engaged in service to increase participation in science, education, humanities,

fine arts, or social sciences by groups historically underrepresented in highereducation.

o Contributedtopedagogiesaddressingdifferentlearningstyles.o Significantexperienceinteachingstudentswhoareunderrepresentedinhigher

education.o Research interests in subjects that will contribute to diversity and equal

opportunityinhighereducation.

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AppendixA:ChecklistDoyouorwouldyouuseanyofthefollowingstrategies?�=Iusethisinmypractice~=IsortofusethisinmypracticeX=Idonotusethisinmypractice�=IwouldliketotrythisInstructor-StudentInteractions

◻ Learnandusestudents’names--whattheychoosetobecalledandhowtheypronounceit.

◻ Clarifyhowyouwantstudentstoaddressyou,especiallyifyouteachstudentsfromarangeofeducationalandculturalbackgrounds.

◻ Distributeastudentbackgroundquestionnaireearlyinthetermtolearnaboutstudents’experiencewiththecoursetopics,educationalbackground,professionalambitions,generalinterests,etc.

◻ Encouragestudentstovisitofficehours,andusethattimetoaskabouttheirexperienceswithcoursetopicsaswellastheirinterestsoutsidetheclass.

◻ Communicatehighexpectationsandyourbeliefthatallstudentscansucceed.◻ Allowforproductiveriskandfailure.Makeitknownthatstruggleandchallengeare

importantpartsofthelearningprocess,notsignsofstudentdeficiency.◻ Seekmultipleanswersorperspectivestoquestions.◻ Avoidmakinggeneralizationsaboutstudentexperiences.◻ Avoidmakingjokesatstudents’expense.◻ Refrainfromaskingindividualstudentstospeakforasocialidentitygroup.◻ Communicateconcernforstudents’well-being,andshareinformationaboutcampus

resources(e.g.,Counseling&PsychologicalServices,SexualAssaultPrevention&AwarenessCenter,ServicesforStudentswithDisabilities).

◻ Communicateinwritingandpersonyourgoalofmakinglearningequallyaccessibletoallstudents.Welcomerequestsfordocumentedaccommodationsasachancetoincludeeveryonemorefullyinlearning.

◻ Carefullyframeobjectiveswhenraisingpotentiallysensitiveoruncomfortabletopics.◻ Modelproductivedisagreement,showinghowtocritiqueastatementoridearather

thanthespeaker.◻ Stoporinterveneinadiscussionifcommentsbecomedisparagingordevalueother

students’experiences.◻ Avoidgivingverbalinstructionswithoutawrittencorollary.(Multiplemodescanbe

helpfultostudentswithprocessingdisabilitiesaswellasnon-nativeEnglishspeakers.)◻ Allowampletimeforanyin-classactivitiesthatrequiresubstantialreading,andprovide

guidancethatreflectsthefactthatprocessingtimeswillvary(e.g.,howtoapproachthetaskgivenyoumaynotfinishreading,orwhattodoifyoudofinishitbeforethetimeisup).

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◻ Elicitformativefeedbackfromstudentsabouttheirlearningexperiencesinthecourse(e.g.facilitatedMid-SemesterFeedbacksessionorsurvey).

◻ AskatrustedcolleagueorCRLTconsultanttoobserveyourclassandcollectdataabouthowyouincludeorinteractwithdifferentstudents.

Student-StudentInteractions◻ Encouragestudentstolearnanduseoneanother’snames.◻ Useicebreakersregularlysostudentscanlearnaboutoneanother.◻ Establishguidelines,groundrules,orcommunityagreementsforclassparticipation.◻ Inclass,havestudentsworkinpairs,triads,orsmallgroups.◻ Havestudentswriteandshareabouthowtheirbackgroundcancontributetoa

particularclassactivity.◻ Forlong-termteams,structureincheck-insandopportunitiesforpeerfeedbackabout

groupprocess.◻ Onthesyllabus,identifycollaborationorperspective-takingasskillsstudentswillbuild

inthecourse.◻ Inclass,explainthevalueofcollaborationforlearning.Speakofstudents’diverse

perspectivesasanasset.◻ Providestudentsopportunitiestoreflectonwhattheylearnedthroughcollaborative

activities(formalorinformal).◻ Deliberatelyassignstudentstosmall,heterogeneousgroupsthatdonotisolate

underrepresentedstudents.◻ Setupstudygroupsthatdeliberatelygroupstudentswithdifferentstrengths.◻ Havestudentscompleteaself-assessmentinventoryanddiscusswithpeers.◻ Havestudentscompletelow-stakessmallgroupactivitiesthathelpthemseeandvalue

thecontributionsofothers.◻ Establishwaysforstudentstointerveneiftheyfeelacertainperspectiveisbeing

undervaluedornotacknowledged.

Content◻ Choosereadingsthatdeliberatelyreflectthediversityofcontributorstothefield.◻ Usevisualsthatdonotreinforcestereotypesbutdoincludediversepeopleor

perspectives.◻ Usediverseexamplestoillustrateconcepts,drawinguponarangeofdomainsof

information.◻ Avoidreferencesthatarelikelytobeunfamiliartosomestudentsbasedontheir

backgrounds(e.g.,citingAmericanpopculturefrom‘whenyouwereinhighschool’inaclasswithmanyinternationalstudents).

◻ Emphasizetherangeofidentitiesandbackgroundsofexpertswhohavecontributedtoagivenfield.

◻ Usevariednamesandsocio-culturalcontextsintestquestions,assignments,andcasestudies.

◻ Teachtheconflictsofthefieldtoincorporatediverseperspectives.

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◻ Deliberatelychoosecoursematerialswitharangeofstudentphysicalabilitiesinmind.◻ Deliberatelychoosecoursematerialswithstudents’rangeoffinancialresourcesin

mind.◻ Analyzethecontentofyourexamples,analogies,andhumor;toonarrowaperspective

mayalienatestudentswithdifferentviewsorbackgroundknowledge.◻ Includeauthors’fullnames,notjustinitials,incitations.(Thiscanhelpemphasize

genderdiversityorunsettleassumptionsaboutauthorship).

InstructionalPractices◻ Assessstudents’priorknowledgeaboutyourfieldandtopicssothatyoucanaccurately

aligninstructionwiththeirneeds.◻ Helpstudentsconnecttheirpriorknowledgetonewlearning(e.g.,beforeintroducinga

newtopicaskstudentsindividuallytoreflectonwhattheyalreadyknowaboutthetopic).

◻ Invitestudentstoidentifyexamplesthatillustratecourseconcepts.◻ Useavarietyofteachingmethodsandmodalities(verbal,visual,interactive,didactic,

etc.)ratherthanrelyingononemodeofengagement.◻ Askstudentsforconcreteobservationsaboutcontent(e.g.,areading,image,setof

data)beforemovingtoanalyticalquestions.(Thiscangiveeveryoneacommonstartingpointandmodelanalyticalprocessesyouwanttoteach).

◻ Useapacethatletsstudentstakenotesduringlecture.◻ Clarifytheexpectationsandgradingschemeforeachassignment.◻ Createtimeinclassforstudentstodiscussandaskquestionsaboutassignmentsor

assignmentexpectations.◻ Emphasizethelargerpurposeorvalueofthematerialyouarestudying.◻ Structurediscussionstoincludearangeofvoices:e.g.,takeaqueue,asktohearfrom

thosewhohavenotspoken,waituntilseveralhandsareraisedtocallonanyone,usethink-pair-shareactivities.

◻ Usebriefin-classwritingactivitiestogetfeedbackonwhatstudentsarelearningandthinking.

◻ Useanonymousgradingmethods,whenappropriate.Source:U-MCenterforResearchonLearningandTeaching(CRLT).SomecontentadaptedfromLinse&Weinstein,ShreyerInstituteforTeachingExcellence,PennState,2015.APPENDIXB:GLOSSARY

AdaptedfromtheUniversityofCincinnatiFive-YearDiversityPlan2011–2016

Ally Describessomeonewhosupportsagroupotherthanone’sown(intermsofracialidentity,gender,faithidentity,sexualorientation,etc.).Alliesacknowledgedisadvantageandoppressionofgroupsotherthantheirown;takerisksandsupportiveactionontheir

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behalf;committoreducingtheirowncomplicityorcollusioninoppressionofthosegroupsandinvestinstrengtheningtheirownknowledgeandawarenessofoppression.

CampusClimate Campusclimatereferstohowstudents,faculty,andstaffperceiveandexperienceaninstitution’senvironment.

Culture Asocialsystemofmeaningandcustomthatisdevelopedbyagroupofpeopletoassureitsadaptationandsurvival.Thesegroupsaredistinguishedbyasetofunspokenrulesthatshapevalues,beliefs,habits,patternsofthinking,behaviorsandstylesofcommunication.

CulturalCompetence Theabilitytofunctioneffectivelyinasocietyofculturevariation.

CriticalDiversity Criticaldiversityisaboutmorethanembracingculturaldifferencesthatexistbetweengroupsandappreciatingthosedifferences.Italsoincludesexaminingissuesofparity,equity,andinequalityinallforms.Itconfrontsissuesofoppressionandstratificationthatrevolvearoundissuesofdiversity.Atheoryofcriticaldiversityincludesananalysisofexclusionanddiscrimination.

Discrimination Theunequaltreatmentofmembersofvariousgroupsbasedonrace,gender,socialclass,sexualorientation,physicalability,religionandothercategories.

Diversity Thewiderangeofnational,ethnic,racialandotherbackgroundsofU.S.residentsandimmigrantsassocialgroupings,co-existinginAmericanculture.Thetermisoftenusedtoincludeaspectsofrace,ethnicity,gender,sexualorientation,classandmuchmore.

Empowerment Whentargetgroupmembersrefusetoacceptthedominantideologyandtheirsubordinatestatusandtakeactionstoredistributesocialpowermoreequitably.

Ethnicity Asocialconstructwhichdividespeopleintosmallersocialgroupsbasedoncharacteristicssuchassharedsenseofgroupmembership,values,behavioralpatterns,language,politicalandeconomicinterests,historyandancestralgeographicalbase.

ImplicitBias Unconsciousbiasesthataffectthewayweperceive,evaluate,orinteractwithpeoplefromthegroupsourbiasestarget.

Inclusion Authenticallybringstraditionallyexcludedindividualsand/orgroupsintoprocesses,activities,anddecision/policymaking.

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Intersectionality Intersectionalitypromotesanunderstandingofhumanbeingsasshapedbytheinteractionofdifferentsociallocations(e.g.,‘race’/ethnicity,Indigeneity,gender,class,sexuality,geography,age,disability/ability,migrationstatus,religion).Theseinteractionsoccurwithinacontextofconnectedsystemsandstructuresofpower(e.g.,laws,policies,stategovernmentsandotherpoliticalandeconomicunions,religiousinstitutions,media).Throughsuchprocesses,interdependentformsofprivilegeandoppressionshapedbycolonialism,imperialism,racism,homophobia,ableismandpatriarchyarecreated.

Insum:Inequitiesarenevertheresultofsingle,distinctfactors.Rather,theyaretheoutcomeofintersectionsofdifferentsociallocations,powerrelationsandexperiences.

“ISMs” Awayofdescribinganyattitude,actionorinstitutionalstructurethatsubordinates(oppresses)apersonorgroupbecauseoftheirtargetgroup,color(racism),gender(sexism),economicstatus(classism),olderage(ageism),religion(e.g.Anti-Semitism),sexualorientation(heterosexism),language/immigrantstatus(xenophobism),etc.

LGBTQ Theinitialsstandforthewordslesbian,gay,bisexual,transgender,andqueer/questioning.

Microaggressions Briefandcommonplacedailyverbal,behavioral,orenvironmentalslights,whetherintentionalorunintentional,thatcommunicatehostile,derogatory,ornegativemessagesandinsultstowardminoritygroupsorindividualminoritygroupmembers.

Minority Asociologicaltermforagroupthatdoesnotmakeupapoliticallydominantvotingmajorityofthetotalpopulationofagivensociety.Asociologicalminorityisnotnecessarilyanumericalminority.

Oppression Thesystemicandpervasivenatureofsocialinequalitywoventhroughoutsocialinstitutionsaswellasembeddedwithinindividualconsciousness.

Oppressionfusesinstitutionalandsystemicdiscrimination,personalbias,bigotry,andsocialprejudiceinacomplexwebofrelationshipsandstructuresthatsaturatemostaspectsoflifeinoursociety.

Oppressiondenotesstructuralandmaterialconstraintsthatsignificantlyshapeaperson’slifechancesandsenseofpossibility.

Oppressionalsosignifiesahierarchicalrelationshipinwhich

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dominantorprivilegegroupsbenefit,ofteninunconsciousways,fromthedisempowermentofsubordinatedortargetedgroups.

Oppressionresidesnotonlyinexternalsocialinstitutionsandnormsbutalsowithinthehumanpsycheaswell.Eradicatingoppressionultimatelyrequiresstruggleagainstallitsforms,andthatbuildingcoalitionsamongdiversepeopleoffersthemostpromisingstrategiesforchallengingoppressionsystematically.

PersonofColor Atermusedtodescribeallpeoplewhoarenotwhite.Thetermismeanttobeinclusiveamongnon-whitegroups,emphasizingcommonexperiencesofracism.Peopleofcolorwasintroducedasapreferablereplacementtobothnon-whiteandminority,whicharealsoinclusive,becauseitframesthesubjectpositively;non-whitedefinespeopleintermsofwhattheyarenot(white),andminorityfrequentlycarriesasubordinateconnotation.

Privilege Arightthatonlysomepeoplehaveaccessoravailabilitytobecauseoftheirsocialgroupmemberships(dominants).Becausehierarchiesofprivilegeexist,evenwithinthesamegroup,peoplewhoarepartofthegroupinpower(white/Caucasianpeoplewithrespecttopeopleofcolor,menwithrespecttowomen,heterosexualswithrespecttohomosexuals,adultswithrespecttochildren,andrichpeoplewithrespecttopoorpeople)oftendenytheyhaveprivilegeevenwhenevidenceofdifferentialbenefitisobvious.Seetheterm“right”alsointhisglossary.

Race Asocialconstructthatartificiallydividespeopleintodistinctgroupsbasedoncharacteristicssuchasphysicalappearance(particularlycolor),ancestralheritage,culturalaffiliation,culturalhistory,ethnicclassification,andthesocial,economic,andpoliticalneedsofasocietyatagivenperiodoftime.Racialcategoriessubsumeethnicgroups.

Racial&EthnicIdentity

Anindividual’sawarenessandexperienceofbeingamemberofaracialandethnicgroup;theracialandethniccategoriesthatanindividualchoosestodescribehimorherselfbasedonsuchfactorsasbiologicalheritage,physicalappearance,culturalaffiliation,earlysocialization,andpersonalexperience.

RacialEquity Theconditionthatwouldbeachievedifone’sracialidentitynolongerpredicted,inastatisticalsense,howonefares.Whenweusetheterm,wearethinkingaboutracialequityasonepartofracialjustice,andthuswealsoincludeworktoaddressrootcausesofinequitiesnotjusttheirmanifestations.Thisincludeseliminationof

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policies,practices,attitudesandculturalmessagesthatreinforcedifferentialoutcomesbyraceorfailtoeliminatethem.

Racism Acomplexsystemofbeliefsandbehaviors,groundedinapresumedsuperiorityofthewhiterace.Thesebeliefsandbehaviorsareconsciousandunconscious;personalandinstitutional,andresultintheoppressionofpeopleofcolorandbenefitthedominantgroup,whites.Asimplerdefinitionisracialprejudice+power=racism.

Right Aresourceorpositionthateveryonehasequalaccessoravailabilitytoregardlessoftheirsocialgroupmemberships.

SocialJustice Avisionofsocietyinwhichthedistributionofresourcesisequitableandallmembersarephysicallyandpsychologicallysafeandsecure.Socialjusticeinvolvessocialactorswhohaveasenseoftheirownagencyaswellasasenseofsocialresponsibilitytowardandwithothersandthesocietyasawhole.

StereotypeThreat Stereotypethreatreferstobeingatriskofconfirming,asself-characteristic,anegativestereotypeaboutone'sgroup.Researchresultsshowthatperformanceinacademiccontextscanbeharmedbytheawarenessthatone'sbehaviormightbeviewedthroughthelensofracialand/orgenderstereotypes.

Underrepresented Racialandethnicpopulationsareunderrepresentedrelativetotheirnumbersinthegeneralpopulation.DatasuggeststhatthesestudentpopulationsincludebutarenotlimitedtoBlack/AfricanAmerican,Chicano/MexicanAmerican/Latino,andNativeAmerican/AlaskaNativestudents.Five-yeartrendratesforstudentsfromunderrepresentedgroupswillbeameasureofhistoricalunderrepresentation.