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Describe how Iowa State used a collaborative approach to develop the inclusive classroom workshop Share the continual evolution of the workshop, resources, and an example agenda Explore what teaching inclusively is and why it is important to Iowa State University Convey the importance of ISU’s Strategic Plan and how to extend learning 2
Before I begin - I want to make sure you know that all of our resources are available on the Center for Excellence in Learning and Teaching (CELT) website at http://bit.ly/isuicwresources or use your camera to take a picture of this QR code to open the web resources 3
Our Provost requested the development of the Inclusive Classroom, we had input from our deans, upper administration, and student leadership, Our task force had Faculty, Faculty Senate Leadership, Graduate Students, Undergraduate Students and Teaching Center staff all providing thoughts, finalizing goals, and identifying our workshop format. We developed and reviewed workshop materials, website resources – we built online modules and a workshop workbook – finally, we hosted our pilot workshop in April 2016 Since that time we have offered the workshop each month, and developed additional workshops that are related to teaching inclusively. Additionally, we have worked to become a part of diversity and inclusion councils and committees to stay engaged in what is happening at Iowa State. 4
Goals for the actual workshop include: Describe how Iowa State used a collaborative approach to develop the inclusive classroom workshop Share what teaching inclusively is and why it is important to higher education List barriers to an inclusive classroom and identify potential strategies to overcome them Engage and practice active learning techniques that contribute to an inclusive classroom environment Begin to build a teaching inclusively action plan 5
We use the flipped classroom teaching approach for the Inclusive Classroom Workshop in which the typical lecture and "homework" elements of a course are reversed. Prior to the workshop, faculty, staff and graduate students (who have a teaching role) will engage in online learning modules pertinent to teaching inclusively at Iowa State University. During the workshop attendees will apply knowledge through active learning, discussions, solving scenarios, and developing an action plan – finally after the workshop, attendees can check their understanding upon self-reflection, and extend their learning through additional engagement in their next steps and action plan 6
The pre-workshop learning modules are available through Canvas - when someone registers to participate in the workshop they gain access to the ISU Canvas workshop - we also have a public version of the workshop - which has the same information. Use the QR code to access a link to the public version of the pre-workshop learning modules or use this url: http://bit.ly/icpublic 7
Modules include: reading resources, viewing video(s), and responding to critical reflection questions Module Topics: ISU policies and information relevant to inclusion Exploring your inclusive teaching persona Developing a mindful syllabus and course design What are micro-aggressions and how do they impact learning? 8
Agenda Introduction (15 minutes) Agenda & goals, overview, setting the discussion guidelines What is an Inclusive Classroom and Why is It Important? (15 minutes) Individual and small group work followed by large group discussion Barriers to Effective Inclusion & Strategies to Overcome Them (25 minutes) Individual and small group work followed by large group discussion Break (10 minutes) Classroom Scenarios (25 mins) Previous experience, and discussions will inform the cohort about how-to solve student scenarios in small groups How to Promote Inclusion in the Classroom (25 minutes) Begin work on the individual action plan Next Steps and Closing (15 minutes) Discuss ways for the cohort to continue development 9
This recent evaluation shows the Pre-survey in red with a dashed line and post-survey in blue with a dotted line inclusive classroom workshop – based on this comparison we can see that there is significant change between the Pre and Post in knowledge, awareness, understanding, comfort and ability to contribute towards an inclusive classroom 10
There are four large circles and two smaller circles. There are three larger circles on the bottom and the last large circle is on top. The top circle represents inclusion with little red, yellow, green, and blue circles inside of it. To the far left is the exclusion circle with only little red circles inside the circle and yellow, green, blue circles are outside of it. Segregation has two circles - the larger one has the red circles inside of it, and the smaller circle has the yellow, green, blue circles inside it. Finally, integration has a smaller circle inside of the larger circle. The smaller circle has the yellow, blue and green circles in it and the larger circle has the red ones in it. 11
We will be employing Think-Pair-Share, a collaborative learning strategy to help answer the next two questions. This technique requires us to (1) think individually about a topic or answer to a question; (2) pair and share ideas in the small group . The final step will be to share out any themes we discover. To start on one side of the index card – what is an inclusive classroom like? On the other side – why is an inclusive classroom important to higher education? 12
Our scenarios will use real life situations to focus on application, rather than theory. We will employ a casual form of Team-Based Learning – first, we will work individually on each of the scenarios – making the choice that we feel compelled to select. Next, in small groups you will engage in each of the scenarios by choosing via consensus. Each small group will be prompted to respond to the scenario by selecting a choice of action and raising the letter up. Once the letter is chosen the other groups have one minute to decide. Since there are no consequences for mistakes, you and your team will be able to gain an understanding of various challenges/successes that face our students and instructors. The information will inform you and your team to apply these learned skills to teaching in higher education. 13
Here is one example 14
The resources to help 16
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The individual action plan provides an opportunity for you to start to devise opportunities to promote inclusion in a course, think about your personal barriers and strategies to overcome them, list who your support team is and how you will share your plan with them, scaffold your implementation into small steps on how you can implement, the resources needed and a proposed timeline. At the very bottom of the page are the resources available for this course with a short url (http://bit.ly/isuicwresources) and a QR code 18
To build your Action Plan use the Center for Excellence in Learning and Teaching (CELT) website at http://bit.ly/isuicwresources or use your camera to take a picture of this QR code to open the web resources 19
The Mindful and Learner-Centered Syllabus includes: • The importance of connecting course goals and outcomes • Learner objectives • Course format • How-to be successful in the course • Policies • Course calendar including the importance of using the http://www.interfaith- calendar.org when scheduling projects, presentations, exams, etc. • Learner-Centered resources • The recommended syllabus statements from Faculty Senate: academic integrity, accessibility statement, statement on Dead Week, Discrimination and Harassment, and religious accommodations This resource also includes examples of inclusive, professionalism and mutual respect statements: • ISU’s Principles of Community • Regarding name, gender identity and/or gender expression, “Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.” • Promoting health and wellness 20
• ISU Green Dot • Mutual respect and professionalism • ISU Inclusive Language policy “All university publications and communication, whether oral or written, shall use inclusive language and illustrations. Inclusive language refers to language that makes every attempt to include comprehensively all groups in the community. Whenever possible, selection of academic materials will also reflect efforts to uphold this university policy.” Visit the Policy Library’s Inclusive Language website (http://www.policy.iastate.edu/policy/language). • Usability, disability and design 20
The Strategies to Create an Inclusive Course shares resources on • Presenting content • Examining your classroom behavior • Group projects and presentations • Discussions • Assessment and evaluation • Setting ground rules 21
Extend your learning by promoting this workshop, participating in Iowa State Conference on Race and Ethnicity – attend the National Conference on Race and Ethnicity (NCORE) and participate in the Professional Development Academy and/or Network 22
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