Creating Inclusive Classrooms: Moving Beyond Cursory Curriculum Development Stacy A. S. Williams, PhD., NCSP, LP Stacy.Williams@marist.edu Marist College February 26, 2019 1
Presentation Goals Goal 1 Goal 2 • Identify • Identify activities strategies to to facilitate develop inclusive transformational classroom course objectives climate and linked to course promote social content and justice awareness. assessment. 2
Syllabus Construction Cosmetic Transformational Changes Changes How can I link objectives, How can I create Diverse course content and Learning Objectives ? assessment? 3
Syllabus Construction Classroom Awareness Climate/Culture Course Content 4
Students •Experiental Reality •Biases •Microaggressions •Color Blind •Resistance •Emotional Reaction •Anger •Guilt SP Awareness Facilitation Skills •Empirical Reality •Ground Rules •Education •Educate •Research •Systems of Oppression Awareness •Experiental Reality •Emotion Classroom •Personal Idenity Management Climate/Culture •Biases •Instigate •Media •Humor Course Content Race Pedagogy Williams & Conyers, 2016 5
Syllabus Syllabus Learning Activities & Context Process Outcomes Materials Classroom Awareness Management External Bodies Who is included? PWI Delivery Methods Students Course Specific What is included? HBC Objectives Course Content Classroom Climate and Teaching Curriculum Group Methods How is it Dynamics Urban/Rural included? Instructors From whose perspective? 6
Curriculum Example • College Faculty & Staff Summer Seminar in Curriculum & Program Transformation – Alfred University, Alfred State College & St. Bonaventure University – Resources • Privilege, Power, and Difference , by Allan Johnson, McGraw Hill, 2 nd Ed. 2006 • A Different Mirror , by Ronald Takaki, Rev. Ed., Little Brown Pub., 2008 • Teaching For Diversity and Social Justice, Adams, Bell & Griffin Eds. Routledge, 2 nd ed. 2007. • Readings For Diversity and Social Justice , Adams, Blumenfeld, Eds., Routledge, 3 rd ed. 2013. 7
Program Goal/Mission • “The unequal distribution of social, economic, and political power in the United States and in other countries is sustained through a variety of individual beliefs and institutional practices. These beliefs and practices have tended to obscure the origins and operations of social discrimination such that this unequal power distribution is often viewed as the natural order. Faculty, administrators, and students are often unaware of the challenges faced by students who represent populations historically subject to discrimination. A change throughout the curriculum that engages students in the intellectual examination of the complexity of the structures , systems, and ideologies that sustain discrimination and the unequal distribution of power and resources in society is necessary.” 8
Questions to Guide Syllabus Construction Who is included in the content of your curriculum/program? Whose issues are explored? Who is left out? Who created and defined your discipline/area? How did their perspectives affect the ways your discipline was constructed? Whose perspectives were ignored in the development of your discipline/area? What epistemological assumptions undergird your curriculum/program? How might other ways of knowing reshape your curriculum/program? 9
Questions to Guide Syllabus Construction Who is advantaged in your field? Who is disadvantaged? Whose interests does your curriculum/program serve? From whose perspective is your course taught/program directed? Whose perspectives are excluded, marginalized, or minimized? How would inclusion of these perspectives change what/how you teach/direct? 10
Questions to Guide Syllabus Construction How does your curriculum/program support and help maintain the dominant culture? In what ways could your curriculum/program challenge the dominant culture? What are the ethical considerations implicit in your curriculum/program? What may be the impact of the application of your curriculum or program in the real world? Who is affected? In what ways? 11
Questions to Guide Syllabus Construction How might your curriculum/program play a role in effecting social justice? Who is advantaged by your teaching/leading style? Who is disadvantaged? How might your teaching/leading style play a role in effecting social justice? 12
Preliminary Analysis SYLLABUS REVIEW 13
Preliminary Analysis – Syllabus Review • A chi-square test of independence was performed to examine CIC and non-CIC members attention to diversity and inclusion learning objectives pre/post assessment. – There was no difference between CIC and non-CIC members in their attention to diversity and inclusion learning objectives at pre-assessment and post assessment, X2 (1, N = 33) = 3.56, p .059. • CIC members included more diversity and learning objectives than non-CIC members; however there was no increase at post assessment. • Hence, CIC and non CIC members continued their practice pre and post assessment. 14
Preliminary Analysis – Syllabus Review • A chi-square test of independence was performed to examine CIC and non-CIC members attention to diversity and inclusion assessments. – There was a significant difference between CIC and non-CIC members in their attention to diversity and inclusion assessments at pre- assessment and post assessment, X2 (1, N = 32) = 3.94, p .04 • CIC members both at pre/post assessment included more diversity related assessments than non-CIC members. • However there wasn’t an increase in CIC members including more diversity related assessments. 15
Preliminary Analysis – Syllabus Review • A chi-square test of independence was performed to examine CIC and non-CIC members attention to diversity and inclusion lecture topics. – There was no difference between CIC and non-CIC members in their attention to diversity and inclusion topics at pre-assessment (X2 (a, N= 32) = .075, p .78 and post assessment, X2 (1, N = 32) = .553, p .45. – There was an increase in CIC members focus on diversity related topics at post assessment; however this was not significant. 16
Preliminary Analysis – Syllabus Review • A chi-square test of independence was performed to examine CIC and non-CIC members attention to the type of diversity (i.e., Awareness, Application, Action) and inclusion activities covered in the curriculum. – There was a significant difference between CIC and non-CIC members in their attention to the type of diversity and inclusion covered at pre- assessment and post assessment, X2 (2, N = 27) = 5.86, p .05 – CIC members at pre/post diversity content were more applied, while non-CIC members inclusion of diversity tended to increase awareness. 17
Measurement & Evaluation Consultation in the Schools Educational Psychology SYLLABUS EXAMPLE Psychoeducational Assessment of Disabilities 18
Measurement & Evaluation • Learning Objectives – Evaluate various perspectives on evaluation and determine the possible effects on measurement practices. [Fall 2015] – Evaluate various perspectives on evaluation and determine the possible effects on measurement practices (i.e., culture). [Fall 2017] 19
Measurement & Evaluation Diversity & Inclusion Statement 20
Measurement & Evaluation Fall 2017 Fall 2016 Waking up Self- Assessments Presentation White Reflection 21
Consultation in the Schools • Learning Objective – Understand that ecological, systems, and social justice perspectives offer a useful framework for broadly conceptualizing the setting or organizational context in which consultation occurs. 22
Consultation in the Schools Marginalized Group Experience School Cultural Analysis Paper Case Summary Paper 23
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Educational Psychology 25
Papers 26
Questions to Guide Syllabus Construction How does your curriculum/program support and help maintain the dominant culture? In what ways could your curriculum/program challenge the dominant culture? What are the ethical considerations implicit in your curriculum/program? What may be the impact of the application of your curriculum or program in the real world? Who is affected? In what ways? 27
Resource Review CONTENT DEVELOPMENT 28
Syllabus Content 29
• http://qc-cuny.academia.edu/SherrieProctor • http://multiculturalschoolpsychology.weebly.com/publications.html 30
SJ Resources 31
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Self- Study 33
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TEACHING METHODS 35
Students Teaching Methods Classroom Climate and Teaching Curriculum Group Methods Dynamics Instructors Processing Conceptual Action Simulations Question Models Projects Post Media 36
Facilitation Principles Seek Share Consider Timing, Get Distance & Understanding Observations Non- Tone, and Word Gain Perspective Before Responding Judgmentally Choice 37
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