Presentation & Discussion: Culturally Sustaining/Responsive Pedagogy (CSRP) and Moving Beyond Guest Speakers (Feb. 17, 1–2 p.m.)

Join Christin DePouw (Associate Professor, Education & 2021-22 Equity, Diversity, and Inclusion Consultant) for a presentation and guided conversation, on Feb. 17, from 1–2 p.m. In this conversation, we consider the reliance on guest speakers within EDI work and how this “add on” approach limits true institutional transformation. We will discuss the additional professional and personal burdens that these requests place on colleagues of color and Indigenous colleagues, the role of Indigenous values (Christensen, 2011; Christensen & Poupart, n.d.2012) of respect, reciprocity, responsibility, and relationship in fostering equity-oriented instruction, and how equity-oriented educators can build their own capacity to integrate their curriculum and instruction beyond the use of guest speakers.

Register here for a Teams Meeting

Opening Access: Understanding the Neuroscience of Traumatic Stress and its Impact on Engagement and Learning with Dr. Mays Imad (Feb. 21, 3–4:30 p.m.)

Join Dr. Mays Imad and the CATL staff on Feb. 21 from 3–4:30 p.m. as we consider the notion of psychological trauma–why it happens and how it impacts our body and brain. We will examine the connections between stress and trauma and how stress can become traumatic when not acknowledged or managed. We will examine the neuroscience of traumatic stress and its impact on our ability to engage, connect, and learn. We will reflect on the questions of how we will welcome our students and colleagues to our institutions and classrooms this semester and beyond? What can we, educators, possibly do to help attend to their mental health and ameliorate their exhaustion and distress, while at the same time, intentionally engaging in self-care? We will consider the imperative of self-care while caring for others. Last, we will examine the principles, notable misconceptions, and practical examples of trauma-informed care, and reflect on the connections between trauma-informed education, healing, and restorative justice.

RSVP here for a Zoom Meeting Invitation

January 2022 Teaching and Learning Opportunities

Distance Education Certification Course Series (Jan. 3 – Jan. 21, 2022)

  • Teaching with Technology Basecamp Course: The first course is called Teaching with Technology Basecamp. This course includes information on course development in distance environments as well as technical information on Canvas and the various physical and digital rooms instructors will use for teaching distance education courses. As a basecamp, it will provide the essentials you need to be successful on the path to building your course. Learn more.
  • Course Design Trail Guides Course: While the basecamp will provide essentials, the second course, called Distance Education Trail Guides, picks up where the first course leaves off. The trail guides course centers on developing learning pathways for students. This course is for you if you have completed the basecamp and would like to explore more systematically how to develop distance education courses. You will be able to choose from one of two options: developing a synchronous course or developing an asynchronous course. Learn more.

2022 Instructional Development Institute (Jan. 11 & 12, 2022)

This year the Institute seeks to highlight how instructors have opened up their classes—and higher education by extension—in new ways. Don’t forget to register to virtually attend the Institute on Jan. 11 & 12, 2022!

Our keynote speaker this year will be Dr. Tracie M. Addy. Dr. Addy is the Associate Dean of Teaching and Learning at Lafayette College where she also directs the Center for the Integration of Teaching, Learning, and Scholarship. Dr. Addy’s keynote talk, titled “The Critical Importance of Inclusive Teaching in Higher Education”, will help us think about openness in higher education as it relates to inclusive teaching. She will also be leading a follow-up workshop titled “What Inclusive Instructors Do: Creating Welcoming Learning Environments.” Learn more.

Presentation & Discussion: “Niceness” and Inequality in Teaching and Learning (Jan. 13, 1–2 p.m.)

Join Christin DePouw (Associate Professor, Education & 2021-22 Equity, Diversity, and Inclusion Consultant) for a presentation and guided conversation on Jan. 13 from 1–2 p.m., where we continue prior discussions of humanizing pedagogies and white emotionality with a focus on “Niceness” in education. Learn more.

2022 Post-IDI Workshops: Addressing the Barriers to a Welcoming Learning Environment (Jan. 14 & 18, multiple times)

In alignment with Dr. Tracie Addy’s keynote address and workshop at the Instructional Development Institute, we wish to create opportunities for instructors to work together and address barriers to creating welcoming learning environments.

Think of this as structured work-time with colleagues rather than a workshop or a presentation about the topic! Learn more.

2022 Post-IDI Workshops: Addressing the Barriers to a Welcoming Learning Environment (Jan. 14 & 18)

In alignment with Dr. Tracie Addy’s keynote address and workshop at the Instructional Development Institute, we wish to create opportunities for instructors to work together and address barriers to creating welcoming learning environments. Think of this as structured work-time with colleagues rather than a workshop or a presentation about the topic! 

CATL will facilitate one-hour sessions on Jan. 14 and 18 to coordinate co-working with colleagues who have similar goals for making courses more inclusive. Save your seat by registering here.

  • Jan. 14 from 8–9 a.m. | Open Workshop Time
    • Explore a workshop idea of your own to create a welcoming learning environment
  • Jan. 14 from 9–10 a.m. | Equity-minded or Inclusive Pedagogy 
    • Rework your syllabus (perhaps using CATL’s liquid syllabus template) and have it peer reviewed
    • Create a new introductory activity to foster belonging
    • Explore OER that might be suitable for your course
    • Explore options for labor-based grading
  • Jan. 14 from 1:30–2:30 p.m. | Vendor Training with PlayPosit About How to Use Peer Review Features
  • Jan. 14 from 2:30–3:30 p.m. | Equitable Course Design
    • Discuss course alignment between assessments and outcomes with a friend for another perspective
    • Develop and/or get feedback on the scaffolding you’ve created for a project
    • Create or revise a rubric to use clear, student-centered language and relevant, measurable criteria
  • Jan. 18 from 9–10 a.m.| Open Workshop Time
    • Explore a workshop idea of your own to create a welcoming learning environment
  • Jan. 18 between 10 a.m.–1 p.m.| Make Your Learning Materials Accessible
    • Identify an area in your course where you can offer an alternate means of engagement, representation, or action/expression
    • Learn to use the UDOIT accessibility checker
  • Jan. 18 from 2–3 p.m.| Open Workshop Time
    • Explore a workshop idea of your own to create a welcoming learning environment

“I’ll never forget...I had to go to campus to take an exam and I had no other option but to bring my daughter with me because I didn’t have childcare. I sat in the chair and asked if she could just sit by me while I took it. They told me I couldn’t.” 

Follow Up: Student Parent Advocacy Panel

This post was co-authored by Dr. Katia Levintova; Shannon Ribich, a 2021-22 Equity, and Inclusion Intern; and Kate Farley, one of CATL’s Teaching, Learning, and Technology Consultants. 

Katia Levintova (Democracy and Justice Studies | 2021-22 EDI Consultant) facilitated a panel of student parents—Anthony Blake, Candace Hoch, and Carl Woitekaitis—on Nov. 11, 2021, from 12–1 via Zoom. Dr. Levintova led the discussion by reviewing the findings from her forthcoming publication with Dr. Kim Reilly (Democracy and Justice Studies) and summarized some of the survey data and challenges they collected about student parents at UWGB, which are consistent with the national statistics and trends.  

  • Survey of student parents and non-parents on our campus revealed that student parents take significantly longer to complete their degrees but have comparable or higher GPAs than their non-parent peers. 
  • Student parents prefer online and hybrid formats of instruction over other modalities.  
  • They are also more likely to use Veteran Lounge, MESA, and Career Services and less likely to use the Wellness Center, Learning Center, and, especially, Kress Event Center compared to their non-parent counterparts.  
  • Student parents lag behind non-parent students in accessing HIPs, especially teaching assistantships, undergraduate research opportunities, study abroad, and leadership of student organizations. 
  • Student parents are much less likely to attend co- and extra-curricular offerings on our campus, but the lack of access and ability to partake in these important educational offerings does not mean that they are not interested in having meaningful and challenging learning experiences.  
  • On a classroom level, student parents report facing additional challenges with group projects and certain classroom policies and types of assignments.  

In the panel, Dr. Levintova asked the students questions about whether their experiences as a student parent were typical or not; what things instructors have done that have helped them succeed; and what access barriers exist at UWGB for participating in high-impact practices and co-curricular activities. Here are some ways we can make our university and our courses more student parent friendly. 

Changes to Advocate for at an Institutional Level 

  • Create student parent groups that allow students to co-op for things like notetaking, childcare, or other resources. 
  • Provide options for childcare that are either financially subsidized or are available on campus, including drop-off options for student parents so that they can attend campus events and utilize campus services. 
  • Consider partnerships with NWTC or UWGB Early Childhood Development students/faculty to provide childcare. 
  • Create flexible paths through a program so that students can graduate more quickly. 
  • Have more family-oriented extra-curricular events on campus for student parents to bring their children to campus. 
  • Create opportunities for student parents to engage in internships, undergraduate research, or peer mentoring in the major. 
  • Offer more creative ways to accommodate student parents’ lack of time, including rethinking how we count hours for internships and offering more paid internships to compensate for lost income of working parents. 
  • Increase awareness or advertisement of services such as the Wellness Center and Learning Center, which are currently underutilized by student parents. 

Changes You Can Make in the Classroom 

  • Share your syllabi with students ahead of time. 
  • Create multiple options for students to participate in the class (synchronous and asynchronous). 
  • If the classes you teach are synchronous, consider using class time for group work. 
  • If the classes you teach are asynchronous, consider asking students about scheduling challenges they might have, and intentionally group students together who may have similar availability. 
  • For students unable to contribute to group assignments or in-class assignments, create alternative individual assignments and state it on the syllabus. 
  • Grade group work individually. 
  • Provide a statement about flexibility on your syllabi that explicitly lists caregiving as something you would like students to share with you so that you can accommodate them. 
  • Assume good intent and trust your students. 

This was the first event in the year-long programming designed to make our classrooms and our academic offerings more student parent friendly. Participants who attend these events or engage with these resources about creating more inclusive class environments are eligible to earn a badge through CATL. Keep an eye out in March for the next event in this programming series.