Inclusive Excellence A welcoming community that engages all of its diversity in the service of student and organizational learning Quality Diversity Institutional Change Social Justice micro-affirmations only 7% of college campuses have facilities for LGBTQ students The State Of Higher Education for LGBTQ People Rankin et al. 2010 were the target of derogatory remarks feared a bad grade because of hostile class environment Campus Climate for LGBQ Students 61% 47% 30% 13% felt deliberately ignored or excluded felt bullied or intimidated feared for their physical safety 11% indicated the harrassment happened 42% in class Activity: The Hearing of Fears On a piece of paper, please complete the following sentence: "In this workshop, I am most afraid/anxious/worried that..." Personal I don't deal well with conflict I know not what I do I need skills, experience, information that I don't have I may be limited in some way by my background or identity My students are limited in some way by their background or identity My students are closed/hostile/homophobic Students My class is too big Instrumental/ I don't have enough time Institutional The content of my course is not diversity-related I'm not in charge of the content of my class Barriers Benefits American Association of Colleges & Universities Destiny Aman Graduate Affiliate email@example.com A focus on student intellectual & social development A purposeful development & utilization of organization resources to enhance student learning Attention to the cultural differences learners bring to the educational experience that enhance the enterprise 1. 2. 3. 4. http://www.aacu.org/inclusive_excellence/documents/williams_et_al.pdf Affective better climate for teaching & learning increased satisfaction with college higher student motivation relationship between teacher & student more commitment to education, community, and the public good positive attitude toward diversity Astin 1993, Bowen & Bok 1998, Chatman 2008, Cox 2001, Gubitosi-White 1999, Gurin et al. 2002, Milem et al. 2005, Rankin 2003, Smith et al. 1997, Tanaka 1996 And for Transgender Students...? were the target of derogatory remarks 32% felt isolated or left out in groups 18% felt deliberately ignored or excluded 63% 61% feared for their physical safety 40% felt bullied or intimidated 20% felt isolated or left out in groups 15% feared a bad grade because of hostile class environment And Transgender Students...? in class 55% indicated the harrassment happened And Transgender Students...? of students, faculty, and staff had seriously considered leaving the institution 1/3 50 states students staff faculty Example 5,149 surveys Penn State http://www.sa.psu.edu/lgbt/ http://www.campuspride.org/ "That's Gay" from micro-aggressions to How are you feeling?
Has anything surprised you?
Reactions/comments/questions? On a piece of paper, please write about what you have experienced thus far during the session: Activity: Minute Paper Activity: Small Group Discussion In your groups, discuss the barriers presented. How could you work around these barriers in your classroom? Ideas?
Related personal experiences? Plan to report out your findings to the group References Cited Astin, A.W. 1993. Diversity and multiculturalism on campus: How are students affected? Change 25(2): 44-49.
Bowen, W. G., and D. Bok. 1998. The shape of the river: Long-term consequences of
considering race in college and university admissions. Princeton, Princeton University
Chatman, L. 2008. Does Diversity Matter in the Education Process? An Exploration of Student Interactions by Wealth, Religion, Politics, Race, Ethnicity and Immigrant Status at the University of California. Center for Studies in Higher Education. Research & Occasional Paper Series: CSHE.5.08. Available at:
Cox, T. 2001. Creating the multicultural organization: A strategy for capturing the power of
diversity. San Francisco: Jossey-Bass.
Gubitosi-White, A. 1999. Winter. Toward a warmer climate: The impact of campus culture on
underrepresented faculty. Diversity Digest. Washington, DC: Association of American
Colleges and Universities. Available at:
Gurin, P., Dey E.L., Hur tado, S., and Gurin, G. 2002. Diversity and higher education: Theory
and impact on educational outcomes. Harvard Educational Review 72 (3): 330-66.
Milem, J.F., M.J. Chang, and A.L. Antonio. 2005. “Making Diversity Work on Campus: A Research-Based Perspective.” Making Excellence Inclusive Series. Association of American Colleges and Universities.
Rankin, S. 2003. Campus climate for gay, lesbian, bisexual and transgendered people.
Washington, DC: The Policy Institute of the National Gay and Lesbian Task Force. Available at:
Rankin, S., G. Weber and W. Blumenfeld. 2010. State of Higher Education for Lesbian, Gay, Bisexual and Transgender People. Q Research Institute for Higher Education. Charlotte, NC: Campus Pride. Available at:
Smith, D.G., G.L. Gerbrick, M.A. Figueroa, G. Harris Watkins, T. Levitan, L. Cradoc Moore,
P.A. Merchant, H. Dov Beliak, and B. Figueroa. 1997. Diversity works: The emerging
picture of how students benefit. Washington, DC: Association of American Colleges and
Smith, D. G., L. E. Wolf, and T. Levitan (eds.). 1994. Studying diversity in higher education.
New directions for institutional research, no. 81. San Francisco: Jossey-Bass.
Smith, D. G. 1997. How diversity influences learning. Liberal Education 83 (2): 42-7.
Tanaka, G.K. 1996. The impact of multiculturalism on white students. Ph.D. dissertation, University of California, Los Angeles.
Williams, D.A., J.B. Berger, and S.A. McClendon. 2005. “Toward a Model of Inclusive Excellence and Change in Postsecondary Institutions.” Making Excellence Inclusive Series. Association of American Colleges and Universities. Available at: http://www.diversityweb.org/Digest/W99/research.html http://www.campuspride.org/ http://www.aacu.org/inclusive_excellence/documents/williams_et_al.pdf http://cshe.berkeley.edu/publications/docs/ROPS.Chatman.Exploring.3.5.08.pdf http://www.thetaskforce.org/downloads/reports/reports/CampusClimate.pdf Cognitive active thinking skills intellectual engagement effective written & oral communication skills group problem-solving abilities knowledge required for a global workforce Chatman 2008, Gurin et al. 2002, Smith 1997, Smith et al. 1997, Tanaka 1996 What can we do? Kristen Renn Intersections of Identity, Teaching, and Learning: LGBT Issues and Student Success 2010 POD Conference http://www.podnetwork.org/ Associate Professor
Higher, Adult, & Lifelong Education
Michigan State University http://sites.google.com/site/podnetwork/pod-2010-conference/presentations-1/renn Link to presentation slides: Strategies to transform climate, culture, teaching and learning related to LGBT issues and identities language ability race I'm afraid I'm tired I hesitate Schreyer Institute for Teaching Excellence race class ethnicity gender national origin sexual orientation physical ability first language learning ability Ground Rules Objectives Identify new strategies to make your classroom more welcoming and inclusive. Identify the benefits and characteristics of a welcoming and inclusive classroom. Address common barriers to creating a welcoming classroom space. Target aspects of your current teaching practice that would benefit from a more inclusive approach. 1. 2. 3. 4. What are the characteristics of an inclusive classroom? Pointers Know your students Know your resources 1. 2. 3. Know yourself background identity hopes fears Ask them. difficulties Pre-course questionnaire Minute-papers Mid-semester feedback Journals PSU Fact Book names Penn State Learning C.A.P.S. Ed. Equity Affirmative Action LGBTA Resource Center Center for Women Students Disability Services Schreyer Institute for Teaching Excellence background identity Discipline-specific classroom observation assumptions 4. Continue the conversation course content Difficult Dialogues:
Facilitating inclusive classroom discussion Making Excellence Inclusive in STEM Classes #2: #3: Dealing with Controversy in the Classroom accessibility Q&A Open Discussion Be practical. (Incremental changes are okay) learning style Active Minds Office of Global Programs 2/16 11:30-2:30, 129 Waring 3/19 2:30-4:30, 315 Rider 4/2 2:30-4/30, 315 RiderSee the full transcript