Multicultural Course Transformation

This workshop, presented by Dr. Mark Brimhall-Vargas, Deputy Chief Diversity Officer, will discuss how to think about creating and/or evaluating a course for multicultural curriculum transformation, a process of change through examination of content, pedagogy, and assessment. This workshop will benefit anyone wanting to consider curriculum transformation regardless of discipline and content area. Participants can maximize their experience by having a course syllabus handy with which to work.

Location: 1310 Marie Mount Hall

Speaker: Dr. Mark Brimhall-Vargas, Deputy Chief Diversity Officer, Office of Diversity and Inclusion

Lunch Provided

Link to RSVP for this workshop

The short pre-reading for this workshop will be emailed to all registered participants a few days prior to the workshop.  For copyright reasons, we could not post the reading here.

If you are working towards a letter of completion for the inclusion and diversity workshop series, please reply to this post to share/submit your reflection on this reading and how it relates to your own experiences by midnight on November 18th.  The reflection should be 1-2 paragraphs.  If you do not want pursue a letter of completion, but still want to engage in this reflective exercise, then we invite you to participate as well.

 

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Creating Accessible Course Spaces

When: Thursday, November 13, 2014 from 12:00 p.m. to 1:30 p.m.
Where: Maryland Room (0100), Marie Mount Hall

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When designing a class many instructors do not always consider issues of accessibility. Creating a hospitable learning environment for everyone including students with disabilities is key to an inclusive and diverse atmosphere at the university. But accessibility means more than providing captions on your videos. In this workshop, we will discuss the legal definitions of accessible course content and steps instructors can take to meet these requirements by using technologies available on campus.

If you have not already done so, please RSVP

If you are working towards a letter of completion for the inclusion and diversity workshop series, please reply to this post to share/submit your reflection on this reading and how it relates to your own experiences by midnight on November 12th.  The reflection should be 1-2 paragraphs.  If you do not want pursue a letter of completion, but still want to engage in this reflective exercise, then we invite you to participate as well.

This is the short pre-reading for this workshop: 

https://net.educause.edu/ir/library/pdf/EST1403.pdf

https://www.insidehighered.com/news/2013/06/24/faculty-responsible-making-online-materials-accessible-disabled-students

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Classroom interactions & non-native english speakers: What can we do better?

“Why are they so quiet?” “Do they understand me?” “Is there something I can do to help them with language issues?” These dfaganquestions are commonly asked by instructors across disciplines when non-native English speakers are present in their classes. To help maximize learning opportunities for this particular student population in our classes, this workshop focuses on helping participants examine their own pre-conceived notions of expected teacher and student roles in classroom interactions, parallelisms and discrepancies between those notions and the students’ notions of classroom interaction expectations, and interactional strategies to consider that promote both content and language learning in their classrooms.

Date: Tuesday, October 14th, 4-5:30pm

Location: 1310 Marie Mount Hall

Speaker: Drew Fagan Clinical Assistant Professor & TESOL Outreach/International Coordinator; LLSI
Teaching and Learning, Policy and Leadership (TLPL)

Link to RSVP for this workshop

The short pre-reading for this workshop will be emailed to all registered participants a few days prior to the workshop.  For copyright reasons, we could not post the reading here.

If you are working towards a letter of completion for the inclusion and diversity workshop series, please reply to this post to share/submit your reflection on this reading and how it relates to your own experiences by midnight on October 13th.  The reflection should be 1-2 paragraphs.  If you do not want pursue a letter of completion, but still want to engage in this reflective exercise, then we invite you to participate as well.

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Empowering underrepresented student to enhance retention: Language, psychology & service needs

The workshop aims to use constructive language to define the general demographics and characteristics of underrepresented populations in post-diversitysecondary education and encourage a move away from language that has intentional or unintentional negative connotations.  The use of language and the assignment of labels to define and categorize underrepresented populations have proven to have a psychological impact on the perceived sense of self worth, belonging, academic potential, etc.  By providing a general understanding of the demographics and characteristics of underrepresented populations, the workshop will then address how best to “customize” support services for underrepresented populations that address their social and academic needs to enhance retention in post-secondary education.

Date: Tuesday, September 30th, 4-5:30pm

Location: 1310 Marie Mount Hall

Speaker: Dr. Rhea Keisha Nedd, Associate Director, Ronald E. McNair Post-Baccalaureate Achievement Program

Link to RSVP for this workshop

The short pre-reading for this workshop will be emailed to all registered participants a few days prior to the workshop.  For copyright reasons, we could not post the reading here.

If you are working towards a letter of completion for the inclusion and diversity workshop series, please reply to this post to share/submit your reflection on this reading and how it relates to your own experiences by midnight on September 29th.  The reflection should be 1-2 paragraphs.  If you do not want pursue a letter of completion, but still want to engage in this reflective exercise, then we invite you to participate as well.

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