Amplifying Voices and Marginalized Identities: Strengths & Weaknesses of Identity Group Programming Laurie Maynell | Jessica Riviere June 6 th , 2018
University Center for the Advancement of Teaching Introductions Laurie Maynell • Assistant Director Coordinator for International Initiatives Jessica Riviere • Instructional Consultant Coordinator for GTA Programming 2
University Center for the Advancement of Teaching How can we educational developers provide specific populations with the services they need, without inadvertently reinforcing marginalization they may experience? Goals? 3
University Center for the Advancement of Teaching Mission: “support and advocate for (specific subgroups of) teachers on campus” Advantages: • Target specific needs • Focus on specific interests • How to be successful at this university 4
University Center for the Advancement of Teaching Issues currently addressed by Research Summary faculty development services Service N All mean (SD) R/D Mean (SD) New Faculty 328 3.48 (.78) 3.41 (.80) Orientation/development Mentoring programs for 309 2.71 (.80) 2.69 (.81) underrepresented faculty Orientation and support for 317 2.62 (1.05) 2.67 (1.04 part-time/adjunct faculty Orientation and support for 299 2.61 (1.10) 2.65 (1.10) fixed-term faculty Midcareer and senior faculty 318 2.59 (.98) 2.63 (.97) development Faculty Development in an Age of Evidence (Beach, Sorcinelli, Austin & Rivard 2016) 5 Table 4.1
University Center for the Advancement of Teaching Directors’ signature services, by Research Summary institutional type Service % of all % of R/D % of Comp % of CC % of directors directors directors directors Canadian directors New Faculty 36 32 36 43 50 Orientation/ Development Teaching 10 6 19 0 17 Assistant development Mentoring 8 7 3 21 17 programs for under- Faculty Development in an Age of Evidence represented (Beach, Sorcinelli, Austin & Rivard 2016) faculty Table 4.2 6
University Center for the Advancement of Teaching Directors’ Services to Add or Research Summary Expand Service % of all % of R/D % of Comp % of CC % of directors directors directors directors Canadian directors Midcareer and 21 24 18 23 20 senior faculty development Mentoring 17 19 15 31 20 programs for under- represented faculty Orientation and 12 10 21 0 30 support for part- time/adjunct Faculty Development in an Age of Evidence faculty (Beach, Sorcinelli, Austin & Rivard 2016) 7 Table 4.2
University Center for the Advancement of Teaching Research Summary Building a Bibliography Teaching Centers in POD Search Engine Plus: 8
University Center for the Advancement of Teaching Research Summary Teaching Support Articles + Center Resources Faculty with Disabilities/Chronic Illness Women Faculty Minority Faculty/Faculty of Color International Instructors (All Ranks) Part-time/Casual/Sessional Adjunct/Non-Tenure Track Late-career Faculty Mid-career Faculty New and Early-career Faculty Graduate Teaching Associates 0 10 20 30 40 50 60 70 80 90 Teaching Support-Articles Teaching Center Resources 9
University Center for the Advancement of Teaching Research Summary Academic Life - Other Articles Faculty with Disabilities/Chronic Illness LGBTQ Faculty Women Faculty Minority Faculty/Faculty of Color International Instructors (All Ranks) Part-time/Casual/Sessional Adjunct/Non-Tenure Track Late-career Faculty Mid-career Faculty New and Early-career Faculty Graduate Teaching Associates 0 5 10 15 20 25 30 35 40 45 10
University Center for the Advancement of Teaching Activity One Your Context • Turn to worksheet provided • Attempt to answer columns 1, 2, and 3 What identity groups are meaningful for your context? What might they need? What programming currently exists to address these needs? • 3 minutes individual reflection, 4 minutes with neighbor, 5 minutes at table 11
University Center for the Advancement of Teaching Identity Groups Names by Participants Participant Responses 12
University Center for the Advancement of Teaching Mission: “support and advocate for (specific subgroups of) teachers on campus” Disadvantages: • Perpetuating a deficit model (also for those outside group) • Insists on similarities imposed by majority group, rather than identified by individuals themselves • Prioritizes conformity • Reluctance to participate for fear of further stigmatization 13
University Center for the Advancement of Teaching “Working with underrepresented faculty” “Faculty developers must be careful that the programming content and activities they choose do not further marginalize the underrepresented individuals and groups they are trying to serve.” Tuitt 2010 14
University Center for the Advancement of Teaching Identity Group Programming at Ohio State Our Context University Center for the Advancement of Teaching TAs International Other groups population 3-day new TA orientation Individual consultation Lecturer Learning for faculty Community Graduate Teaching Supplement offerings Mid-Career and Senior Fellow Learning from ESL Faculty Learning Community Community Starting TA workshop series Academic Job Search Series 15
University Center for the Advancement of Teaching 16
The Lantern, August 2017 Ohio State Diversity 17
University Center for the Advancemnenf of Teaching What’s not seen in image Trower (2003) records how underrepresented faculty: • Experience overt/covert racism • Experience isolation and exclusion • Find research discredited • Bear burden of tokenism • More “culturally taxed” in service and mentoring of students 18
University Center for the Advancement of Teaching Activity 2 Influence • One star – low to no influence on institutional culture • Three star – high influence on institutional culture and climate • What counts as influence? Representation: Can someone in this group see someone from their group as a high university official? Frequently? (President/Provost, Dean, Chair…?) What about as a large population on campus? Would a letter signed by the self-identified leaders of this group be taken seriously by the administration? By their department? 19
Leadership can educate majority Univ. of Denver president of faculty senate distributed faculty publication on experiences of under-represented faculty to ALL faculty; Encouraged chairs to discuss within their departments Tuitt, F. (2010). Ch 14 in A Guide to Faculty Development, pp. 225- 242. 20
Influencers can model respect White male faculty member as ally for Asian female faculty: He gave a guest-lecture while she was away; he took time to discuss significance of her research and her expertise Li, C. et al. (2012). Supporting international faculty. To Improve the Academy 31 (1) 21
Allow for teaching moments In a short-term learning community on course design, during a discussion of teacher identity: allow white men to hear what women of color experience. Course Design Institute, May 21- 25, 2018, University Center for the Advancement of Teaching, OSU. 22
University Center for the Advancement of Teaching Activity 3 Programming for the Influential • If you did not identify an influential group on your campus initially, do so now. • What can you design to improve the conditions of the less-influential groups? 23
University Center for the Advancement of Teaching Programming for the Influential Participant Responses 24
University Center for the Advancement of Teaching Next Steps You’re not alone Who can you partner with for this programming? The Graduate School ESL programs Office of International Affairs Multicultural Center Office for Diversity and Inclusion Ohio Union Activity Board: Graduate/Professional Students Office for Post-Doctoral Affairs 25
University Center for the Advancement of Teaching Thank you! 26
University Center for the Advancement of Teaching Bibliography Beach, A. L., Sorcinelli, M. D., Austin, A. E., & Rivard, J. K. (2016). Faculty Development in the Age of Evidence: Current Practices, Future Imperatives . Sterling, VA: Stylus Publishing LLC. Cartwright, S., & Leinasars, J. (2017, August 21). Ohio State not "the very best" in racial diversity, continues to improve. Retrieved Summer, 2018, from https://www.thelantern.com/2017/08/ohio-state-not-the-very-best-in-racial-diversity- continues-to-improve/ : The Lantern Li, C., Wall, S. K., Loy, M., & Schoonaert, K. (2012). Supporting International Faculty: Perspectives of a Tiger Teacher Who Adapted to the American Classroom, a Colleague, and an Administrator. In J. E. Groccia & L. Cruiz (Eds), To Improve the Academy: Resources for Faculty, Instructional, and Oranizational Development (Vol. 31, pp. 247- 260). San Francisco, CA: Jossey-Bass: A Wiley Imprint. Trower, C. A. (2003). Leveling the Field. The Academic Workplace, 14 (2), 1, 3, 6-7, 14- 15. Tuitt, F. (2010). Working With Underrepresented Faculty. In K. J. Gillespie, D. L. Robertson, & Associates (Eds.), A Guide to Faculty Development (2nd ed., pp. 225-242). 27 San Francisco, CA
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