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Diverse (OSU) Student Populations

Friday, September 16, 2016

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Learning outcomes

As a result of participating in this session, you will have the skills and knowledge to

• Describe aspects of the OSU student population

• Consider your own identity and its potential impact on your teaching

• Develop ideas for creating inclusive classrooms

• Locate resources to support you in your teaching

Overview of session

• Theoretical Framework

• OSU Student Demographic Exploration

• Creating Inclusive Learning Environments

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What key words or phrases come to mind when you imagine your first class of students? 

Theoretical framework

Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multiple dimension of identity: The role of meaning-making capacity in the construction of multiple identities. Journal of College Student Development. 48 (1), 1-22.

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What (other) dimensions of identity do you think might impact students’ experiences at OSU? 

Overview of session

• Theoretical Framework

• OSU Student Demographic Exploration

• Creating Inclusive Learning Environments

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Undergraduate: 24,612 (83%)Graduate: 4,385 (15%)

First Professional: 579 (2%)

Full‐time: 22,087 (75%)Part‐time: 7,489 (25%) 

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• In teams of 2‐4, consider the demographic data that will be shared.

1. For each round, take turns with various roles such as facilitating, taking notes, and summarizing.

2. Then, consider the data.

• What do you notice about it?

• What might be the impact for classroom instruction?

Demographic Activity

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• What do you notice about the data?• What might be the impact for 

classroom instruction?

Demographics – Attendance Focus(undergraduates only)

5803

18809

0

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

First‐generation Not first‐generation

(24%)

(76%)

Demographics‐ Age Focus

• What do you notice about the data?• What might be the impact for 

classroom instruction?

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• What do you notice about the data?• What might be the impact for 

classroom instruction?

Demographics – Finance Focus

Theoretical framework

Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multiple dimension of identity: The role of meaning-making capacity in the construction of multiple identities. Journal of College Student Development. 48 (1), 1-22.

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Demographics‐ Race Focus

White, 63%

International, 11%

Asian/Pacific Islander, 7%

Hispanic, 8%

Two or more races, 6%

Declined to respond, 3%

Black, 1%

American Indian/Native American, 1%

• What do you notice about the data?• What might be the impact for 

classroom instruction?

Demographics‐National Origin Focus

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Demographics‐ National Origin Focus

• What do you notice about the data?• What might be the impact for 

classroom instruction?

Demographics – Disability Focus999 students total

• What do you notice about the data?• What might be the impact for 

classroom instruction?

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Theoretical framework

Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multiple dimension of identity: The role of meaning-making capacity in the construction of multiple identities. Journal of College Student Development. 48 (1), 1-22.

Overview of session

• Theoretical Framework

• OSU Student Demographic Exploration

• Creating Inclusive Learning Environments

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Theoretical framework

What aspects of your identity do you think might impact you and your experiences at OSU and as a GTA? 

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Creating Inclusive Learning Environments

Given who I am, and what I bring to the classroom…

and

Given who my students are, and what they may bring to the classroom…

• What can I do to make my class welcoming and supportive to all students?

• What can I do to respond to students who do not feel welcome or supported in my class?

• Include course content that represents varied voices and perspectives

• Establish (and then revisit) ground rules at the course onset for safe(er) learning

• Incorporate varied ways for students to succeed including teaching strategies, activities, assignments, and assessment

• Get to know your students and follow up when needed

• Pronounce your students’ names correctly

Creating Inclusive Learning Environments

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Creating Inclusive Learning Environments

General idea for promotinginclusivity in the classroom

How I can do this in my teaching

Include content representingvaried voices and perspectives

Establish ground rules at the course onset and revisit

Incorporate varied ways for students to succeed including (1) teaching strategies(2) activities(3) assignments(4) assessments

Get to know your students

(Presenter‐specific ideas)

Other ideas?

What questions remain?

• What information do I need to support me?

Campus resources/offices:• Academic Success Center (ASC)

• Center for Teaching and Learning (CTL)

• Counseling and Psychological Services (CAPS)

• Disability Access Services (DAS)

• Educational Opportunities Program (EOP)

• Equal Opportunity and Access (EOA)

• Diversity & Cultural Engagement (DCE)

• Institutional Diversity

• Office of International Services (OIS) 

• Office of Student Life

• Military and Veteran Resources

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What questions remain?

Jessica BeckDirector, Graduate & Postdoc Teaching Development

jessica.beck@oregonstate.edu

Sophie WilsonResidential Experience Coordinator INTO OSU

sophie.wilson@oregonstate.edu