Event Follow-Up: Culturally Sustaining/Responsive Pedagogy in the “After” of the Pandemic

Below is the recording of the presentation and discussion with Christin DePouw “Culturally Sustaining/Responsive Pedagogy in the ‘After’ of the Pandemic” from Thursday, Mar. 31, 2022. We’ve provided the video as a PlayPosit bulb so that you can engage with questions from the workshop facilitator.

To view the bulb, type your first and last name, then click “Save.”

Resources on Dual Domain Pedagogy and Growth Mindset

Recently Dr. Angela Bauer, former UWGB instructor and current Vice President of Academic Affairs at High Point University, visited our institution and presented her research regarding the equity gaps in introductory science courses. We invite you to engage with the readings and videos below to learn more about dual domain pedagogy (both cognitive & affective) and its relationship to equity gaps in the college classroom. If you would like to talk more about how you might use this information in your teaching, feel free to request a consultation with a CATL member. Please remember as you consider these resources that growth mindset interventions should not be used to de-legitimize real structural, systemic, economic, etc., obstacles that students face.

  • On Mar. 4, 2022, Angie Bauer visited the Green Bay campus and gave a presentation on her research titled Tapping into the Affective Domain of Learning to Close Classroom Performance Gaps. View the recording by clicking on the link and then logging in with your UWGB credentials.
  • You can also read the study that Dr. Bauer contributed to, Fostering Equitable Outcomes in Introductory Biology Courses through Use of Dual Domain Pedagogy. The article describes Dr. Bauer’s work at High Point, including growth mindset interventions and the impact on equity gaps.

A great place to start learning about growth and fixed mindsets is with the work of Carol Dweck, who is the psychologist best known for research on this concept. Watch this 50-minute talk on YouTube which Dweck gave in 2019 at the Annual Convention of the American Psychology Association, or, for a shorter watch, check out her TED Talk from 2014. You can also read the first three chapters of her book, Mindset: The New Psychology of Success, online for free. These are, of course, just a starting place—to dig deeper, check out the research articles in other sections of this guide.

  • For a good overview of growth and fixed mindsets, including specific examples, research findings, and even videos illustrating educators using growth mindset language in class, check out this guide from the MIT Teaching + Learning Lab.
  • Also found on the MIT Teaching + Learning Lab site is Dr. Elizabeth Canning's 1-hour talk about growth mindset and research surrounding the impact of instructors’ mindset on student success. There’s also a written summary of some of the relevant research on this site. Note some of her full articles are included in the "Influence of Instructor Mindset on Students" section of this post.
  • Academic Affairs at the University of Arizona has a series of "Learning to Learn" strategies for teaching and learning, including an overview of growth mindset with videos and practical tips for instructors.
  • One potential growth mindset intervention, if used well, is normalizing struggles and even failure. Read about Stanford University’s institutional attempt at reinforcing this idea and watch brief videos from the project.
  • Transforming Education has some sample strategies for supporting students' growth mindset, as well as a growth mindset toolkit. Although intended for K-12 educators, these sites provide some helpful, practical tips about encouraging growth mindset as an instructor that could be adapted for higher education, as well as video clips, PowerPoint presentations, and graphics.
  • Dr. Bauer referenced the affective domain of learning in her "dual domain pedagogy" intervention. The affective domain is an extension of Bloom's taxonomy created by psychologist David Krathwohl, one of Bloom's colleagues. We are typically more familiar with the cognitive domain, but this document by Indiana University provides a nice overview of the affective realm.

A critical research finding is that instructor mindset influences multiple factors for student success, including students' motivation, academic performance, and whether growth mindset interventions will be effective on them. These results are important to consider as we transition to becoming an access institution. If we expect students will be less capable as we embrace that mission and believe that ability is fixed, will we produce the poor results we expect?

  • It is vital to remember that growth mindset is not about telling students to “think positive” and expecting it to achieve miraculous results. For one thing, growth mindset is not the same as “thinking positively.” For another, students may experience a number of obstacles to academic success, and no one is suggesting mindset will overcome issues such as poverty. Living in poverty, for example, can be associated with a greater fixed mindset, for understandable reasons. That said, a national study suggests that children with a growth mindset had some buffer against the effects of poverty on their academic performance.
  • For another interesting read, these authors explored how the mindsets of 875 organic chemistry students changed across a semester. In their analysis of students' responses, they found that students attributed their own beliefs about the malleability of intelligence to five main factors: academic experiences, observing peers, deducing logically, taking societal cues, and formal learning.

Growth mindset research is one of those areas that has endured some criticism as part of the social science “replication crisis.” For those of you interested in really digging into that, the articles below are good resources. We also include them because they do point to some of the nuance involved in this work. For example, the success of growth mindset interventions on a student's academic performance may also be tied to the student's trust in their instructor, as indicated in the third article.

Event Follow-Up: Culturally Sustaining/Responsive Pedagogy (CSRP) and Moving Beyond Guest Speakers

Below is the recording of the presentation and discussion with Christin DePouw and Lisa Poupart “‘Culturally Sustaining/Responsive Pedagogy (CSRP) and Moving Beyond Guest Speakers” from Thursday, Feb. 17,  2022. We’ve provided the video as a PlayPosit Bulb so that you can engage with questions from the workshop facilitator.

To view the bulb, type your first and last name, then click “Save.”

Event Follow-Up: “What Will You Carry Forward?”

We will all carry literal and figurative things forward from the experience of teaching in the last year. Often, these two blend together. For example, perhaps an instructor re-worked an attendance policy to accommodate a student who had to return home to attend to a family member. The policy and the memory behind the policy will both linger. Or, perhaps an instructor created a series of virtual labs and now has videos, supporting data, and Canvas assignments which they can use to help students who are not able to attend a lab in-person. Last spring, the Center hosted a discussion and posted a blog article called “The Things We’ll Carry” which prompted a lot of reflection about the literal and figurative items that instructors will carry with them from teaching last year. At the end of the discussion, there was interest among instructors for a practical workshop in the fall where instructors could see how their colleagues had adapted the lessons of the pandemic to their preparations for the new school year.

With apologies to Tim O’Brien for the continued use of his metaphor, the Center responded by hosting another workshop called “What will you carry forward?”. This workshop featured four instructors who did a “show and tell” about how they incorporated lessons from the pandemic into their teaching. They then fielded questions from the audience.

Now, through the magic of video technology, we are extending that workshop to those who were not able to attend the live event.

Below you will find the “show and tell” portions and, importantly, you will be able to interact with the videos as well because they are streaming through a service called PlayPosit, which allows instructors to add interactive elements to videos.

Please interact with these videos on multiple levels. First, learn from what the presenters have to say. Second, use the interactions in PlayPosit to engage more deeply with the content and with other people who have watched the videos. Finally, if you would like to use PlayPosit in your own class, please contact CATL at dle@uwgb.edu to have it added to your courses.

First presentation

Breeyawn Lybbert, who teaches in Natural and Applied Sciences, discusses her four-point plan for increasing equity in her science classes.

Second presentation

Next, Praneet Tiwari, who teaches in the Cofrin School of Business, discusses multiple strategies for incorporating students who participate in-person, at home, and asynchronously.

Third presentation

Third, Nichole LaGrow, distance education coordinator in CATL and associate lecturer in English, discusses how she extends G.R.A.C.E. to herself and students (Guided autonomy, Resources, Authentic assessments, Community, Expectations).

Fourth presentation

Finally, Jillian Jacklin, who teaches in Democracy and Justice Studies, synthesizes the previous presentations and discusses how she balances all the tips within the realities of teaching a heavy course load.

MS Teams group photo from IDI wrap-up session

Highlights from the 2021 Instructional Development Institute

Each January the UW-Green Bay Center for the Advancement of Teaching and Learning and the Instructional Development Council host the Instructional Development Institute, a conference for faculty and staff that promotes the continued development and application of best practices for teaching and learning. The conference was held virtually this year on Jan. 19 and 21 and consisted of a variety of synchronous and asynchronous presentations that explored this year’s theme, “Making Meaningful Connections”. UWGB staff and faculty made up the largest portion of presenters and attendees, though we also had individuals outside of UWGB both present and attend.

Troubling Connections: Five Lenses for Teaching Toward Justice, a presentation by our keynote speaker, Dr. Kevin Kumashiro, was perhaps the most popular session this year. The session explored fives lenses for understanding and making meaningful connections in higher education with an emphasis on how we might re-imagine and democratize education to work toward equity and justice. These five lenses are: 1) naming the moment, 2) curriculum as intervention, 3) contradictions of teaching, 4) learning through crisis, and 5) movement building as a frame. Dr. Kumashiro presented each lens one by one, providing both real world examples and citations for the philosophy behind them. Many attendees commented on how they were invigorated by the presentation, with some opting to dive deeper into these five lenses in a follow-up workshop later that afternoon.

Another standout session was The UWGB Land Acknowledgment: How to Meaningfully and Respectfully Recognize Wisconsin’s First Nations. The panel, comprised of several First Nations community members and instructors that teach in related studies, gave an overview of the First Nations people groups that once resided on the land our university now occupies. Attendees were encouraged to reflect on the importance of learning about and publicly acknowledging First Nations’ history. Our panelists offered several concrete suggestions for making the land acknowledgement a more regular part of our activities both for the university at large and within our individual classrooms.

The session Student Perspectives of Learning in a Pandemic, a live Q & A with a panel of five UWGB students and the Dean of Students, Mark Olkowski, also had high attendance. The panelists addressed instructor questions, offering honest feedback on topics like group work, discussions, virtual classroom settings, and instructor communication. The students often acknowledged the challenge of balancing academic rigor with a necessary level of flexibility to meet student needs during a pandemic when making their suggestions. The ability to honestly and openly engage with our students about teaching was a valuable experience for panelists and participants alike and we have already received requests to include student panels at future conferences.

In addition to these and many other live sessions, the Institute also included asynchronous “on-demand” sessions this year that span a range of topics from course accessibility to assessment of teaching. These asynchronous sessions come in the form of pre-recorded videos, PowerPoint presentations, and Canvas pages, paired with interactive elements like quizzes and discussions. During a time when it is understandably difficult to coordinate events synchronously, we were excited to have an opportunity to include more submissions in this way and hope to continue offering asynchronous options in the future.

If you were unable to attend this year, or attended but missed some of the sessions, it’s not too late to partake in what the Institute has to offer. Session recordings and other asynchronous content are now accessible in the Canvas course and will remain there until the end of spring semester. We highly encourage you to continue engaging with the materials there as you have the time and space. Consider also posting a comment or question in the session discussion boards to show support to your colleagues and contribute to these important conversations.

The Instructional Development Institute was made possible in great part through the hard work and participation of many of our faculty, staff, and students, so a huge “thank-you” to all that contributed to making this year’s conference a success. We very much enjoyed our time together and hope that you continue “making meaningful connections” in all that you do!