A short time ago, our colleagues in the Department of Public Safety received a Stop Bias complaint from an individual reporting what appeared to be an anti-Semitic symbol drawn on a white board in Hinds Hall. An immediate investigation revealed…
Faculty Affairs Offers Faculty Professional Development Series
The division of Faculty Affairs in the Office of Academic Affairs is offering three faculty professional development series focusing on diversity, inclusion, equity and access. Developed by School of Education Professors Jeff Mangram and Melissa Luke, four series of workshops will be scheduled throughout the fall. A full listing of the schedule, which provides flexibility for faculty by offering each module three separate times during the fall semester, can be found on the University Events Calendar. A link to register is found on each individual calendar listing.
DEIA Building Blocks Parts 1, 2 and 3
This three-part workshop series is designed to support participants’ exploration of a) the role that socialization and identity play in how we view ourselves and others, b) the relationship between bias, stereotype, prejudice and discrimination and c) ways to identify and disrupt various forms of microaggression that arise in educational contexts.
The three workshops are inter-related, but not sequential. They have been intentionally designed so that faculty can attend starting with any of the three sessions and proceed with the remaining workshops.
Transforming Hot Moments into Learning Opportunities Parts 1, 2 and 3
This professional development opportunity applies research-supported interpersonal group leadership strategies and focuses on responding to and transforming “hot moments.” The fast-paced workshops will offer a series of potential responses that participants choose and practice, peer to peer. Real-life scenarios from the college/school/department context will be employed.
The intermediate sessions give faculty ways to frame the intimate conversations that happen in classrooms when discussing race, class, gender, nationality, ethnicity, religion, ability, sexual and gender identity, as well as other pertinent topics.
Creating Culturally Responsive Classrooms Parts 1, 2 and 3
This three-part workshop series is designed to give faculty ways to intentionally develop culturally responsive instructional materials and practices. Faculty will also learn strategies to increase student participation and to provide meaningful student feedback. In doing so, faculty will expand their abilities to consider how students’ culture, worldview, and diverse backgrounds influence their classroom experiences. applies research-supported teaching strategies and focuses on how faculty can expand their skills and increase their effectiveness with international students. These same instructional strategies have also been shown to improve educational outcomes for all students. Presenters will model high-leverage instructional strategies with opportunities to discuss and practice with peers.
High Leverage Teaching Practices in DEIA Contexts Parts 1, 2 and 3
This professional development opportunity focuses on High Leverage Teaching Practices (HLTP) as a set of instructional strategies that provide clarity and expectations for the teacher and support learning and accountability in the students (McLeskey & Brownell, 2015). Across the three interactive workshops, presenters will identify 22 HLTP within four domains, Collaboration, Assessment, Social/Emotional/Behavioral and Instruction. Case studies will be used to encourage attendees’ application of the HLTPs within a real world classroom situations.
The three-part High Leverage Teaching Practices (HLTP) workshop series is designed so that Parts 1, 2 and 3 are inter-related, but each stand alone. Therefore, faculty can attend the HLTP starting with any of the three sessions and proceed with the remaining workshops.