The last year has changed the way we engage with students. A health crisis changed the means of classroom engagement while also putting a new onus on compassionate interactions with students. At the same time, social crises spurred many of us to engage students in conversations around how our disciplines could help them make sense of their world in new and more complicated ways. Many may have also helped students engage directly with bringing about a new and better world in response to the overlapping social/political/and health crises. CATL and the Center of Civic Engagement would like to engage with you in a discussion on what you will carry forward from this year and make a permanent part of your teaching. We will host a discussion on May 14 from 11am to noon (this link opens a Teams meeting). We hope to spend some time reflecting and engaging with you.
Though our university has made strides in how we serve students from historically underrepresented and underserved populations, there is still much work to be done. To shed some light on how we can improve the ways in which we support our First Nations students, UW–Green Bay student Kelly House (Oneida Nation), a graduating senior of the Psychology and First Nations Studies programs, was a member of a team that conducted compelling interviews on the subject with UWGB students, faculty, staff, and recent alumni. Since then, Kelly has stayed with the project and edited highlights of those interviews into a short film through her Native American Research Center for Health (NARCH) internship through the Great Lakes Inter-Tribal Council (GLITC).
Please join us Friday, Apr. 30, from 1–2 p.m. for the virtual premiere of Kelly’s film, followed by a facilitated discussion led by a panel of First Nations students, alumni, faculty, and staff.
This event is a part of a larger series created in collaboration with the staff and faculty of the First Nations Studies program. View the series, titled Building Our Shared Stories Through First Nations Student Engagement, and a complete list of events here.
An important part of CATL’s programming is professional development opportunities that delve into the issues of equity, diversity, and inclusion. From workshops on HIPS, microaggressions, and holiday observances, to a collaborative series with First Nations Studies faculty, our programming schedule has some exciting opportunities coming up. You can find a list of our current Social Justice Series programming below. Check back as we update it throughout the spring and summer as events develop.
- Film Showing and Panel: "First Nations Students' Perspectives of UW-Green Bay" (Friday, April 30. 1–2 p.m.)Please join us for a showing of a short film, created by UWGB student Kelly House, about how we as a university can improve the ways in which we support our First Nations Students. After the film, we will continue the conversation with a facilitated discussion led by a panel of First Nations students, faculty, and staff.
- Workshop: Microaggressions in Higher Education - Definitions, Impacts, and Interventions (Apr. 28, 2021. 12–1 p.m.)What are microaggressions, and how might they affect our campuses and classrooms? Research tells us that microaggressions can affect individual students, staff, and faculty, as well as campus climate. In this presentation we will explore all of these issues together and consider potential strategies for coping with and/or addressing microaggressions in the classroom and beyond.
- Workshop: "'Tis the Season?" (April 1, 2–3 p.m.)Please join this facilitated discussion Apr. 1 from 2-3 p.m. as we explore the diverse array of holidays celebrated throughout the year. Our objectives are to develop ideas for creating a more welcoming, inclusive learning and working environment at our university; improve communication among faculty, staff and students surrounding the subject of holidays; and build…
- High-Impact Practices Workshop SeriesResearchers have identified eight characteristics of high-impact practices (Kuh & O’Donnell, 2013). This Spring the Center will run workshops on four of them, with a particular focus on how these characteristics may enhance equity and inclusion in your courses.
- Postponed - Reading Group: Me and White Supremacy (Dates TBD)CATL will be hosting reading group of Layla F. Saad's Me and White Supremacy.
- Reading Group: "Beyond the Asterisk: Understanding Native Students in Higher Education" (Mar. 29–Apr. 16) (Live Session: Apr. 22)Our next CATL “Tough Talk” will be around the book Beyond the Asterisk: Understanding Native Students in Higher Education by editors Heather J. Shotton, Shelly C. Lowe, and Stephanie J. Waterman. This book will help us lead discussions about how to better support our First Nations students and support those who are trying to remove the asterisk as a signaling tool for First Nations peoples in research and practice.
What are microaggressions, and how might they affect our campuses and classrooms? Research tells us that microaggressions can affect individual students, staff, and faculty, as well as campus climate. In this presentation we will explore all of these issues together and consider potential strategies for coping with and/or addressing microaggressions in the classroom and beyond.
Teaching strategies that emphasize structured active learning can create more equitable classrooms and improve learning for all students. As an introduction to inclusive teaching techniques, Professors Kelly Hogan and Viji Sathy of the University of North Carolina will ask participants to reflect on inequities and diversity in their classrooms through interactive activities in this webinar. After providing a framework for inclusive design and their own research results, Hogan and Sathy will lead participants through active learning exercises and case studies that explore inclusive techniques. Drawing upon their own teaching experiences and educational research, they will model approaches online that can be readily implemented with any discipline or class size to help all students achieve their potential in both online and face to face formats.
Feb. 19, 2021. 3–4:30 p.m.
- Explain the inequities that arise in an unstructured learning environment.
- Describe techniques that add structure and equity to a classroom.
- Brainstorm ways to reduce the inequities in your own courses.
Looking for pre-workshop reading? This Advice piece from the Chronicle is a great summary of Drs. Sathy and Hogan’s philosophy combined with tips. See other pieces they have written together or individually at our site here (scroll to bottom).