Creating and Sustaining a Culture of Inclusion in the Classroom, Department and University
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Creating and Sustaining a Culture of Inclusion in the Classroom, Department and University. 9 th Annual Niagara University International Conference on Teaching and Learning. Plenary Session II. Dr. Mathew L. Ouellett January 13, 2010. Defining our terms ….

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Creating and Sustaining a Culture of Inclusion in the Classroom, Department and University

9th Annual Niagara University International Conference on Teaching and Learning

Plenary Session II

Dr. Mathew L. Ouellett

January 13, 2010

Niagara University, January 2010


Defining our terms
Defining our terms … Classroom, Department and University

  • Everyone Included in Diversity Discussion

    • Race, Ethnicity, Gender, Religion, Sexual Orientation, Age, Disability Status, Others – but remain attentive to historic issues of access and equity

    • Students, Faculty, Staff, Administrators

  • Connect Diversity to Core Mission of the Institution

    • Across Teaching, Learning, Research, Strategy, Performance, Assessment, etc.

  • Cultural Competency as a Leadership Skill in 21st Century

  • Diversity change efforts need to utilize a comprehensive, systemic change process.

Niagara University, January 2010


Integrating it all
Integrating it all… Classroom, Department and University

  • Identify one new diversity-related thing you learned at this conference

  • Identify one new diversity-related thing you are willing to implement.

  • What support do you need to do this (from colleagues, students, institutionally, etc)

Niagara University, January 2010


One example
One example… Classroom, Department and University

My operative definition of Diversity is multi-tiered in that I understand it to have individual as well as social group parameters. Diversity: the focus and concern for the full inclusion of the members of all social identity groups (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability, as well as cultural, political, religious, or other affiliations) and the respect of individual differences (e.g., personality, learning styles, and life experiences)

In organizations, I’d go on to address the mission, values, policies, operational practices, behaviors and culture of the campus and the community it resides in.

Niagara University, January 2010


Systemic perspective on change
Systemic Perspective on Change Classroom, Department and University

Multicultural Organizational Development: a systems change process for enhancing social justice and social diversity in higher education, as well as organizations generally.

Niagara University, January 2010


Environmental dynamics influencing diversity on campus
Environmental Dynamics Influencing Diversity on Campus Classroom, Department and University

  • Shifting Demographics

    • Increasing diversity of student body nationwide

  • Persistent Societal Inequities

    • Achievement gap; access issues; affordability

  • Political & Legal Dynamics

    • Recent rulings on affirmative action

  • Workforce Needs

    • Knowledge Economy

    • Interconnected Global Economy

  • Other influences?

Niagara University, January 2010


Challenges with effecting change around diversity in h e
Challenges with Effecting Change around Diversity in H. E. Classroom, Department and University

  • Campus Change Agenda Crisis Driven

  • Change efforts not inclusive; only involve certain segments of institution

  • Focus on Individual behavior change- not systems change

  • Lack of a Vision of Change and/or unable to translate the vision into tangible outcomes throughout the organization

  • Low levels of institutional support from Senior Leadership

Niagara University, January 2010


Continued
Continued… Classroom, Department and University

  • Resistance to Allocating Sufficient Financial, Human, Technical and Symbolic Resources

  • Lack of Systems Orientation and systems change strategy

  • Lack of Comprehensive Framework to Measure Outcomes of Change Efforts

  • Failure to Establish Accountability

  • Focus more on planning than sustained implementation

  • Other dynamics?

Niagara University, January 2010


Brief write
Brief Write Classroom, Department and University

  • What differences have you noticed in your students’ cultural and individual learning styles, communication and interaction styles?

Niagara University, January 2010


Getting the big picture
Getting the big picture… Classroom, Department and University

  • Stand back from the immediate experience of the course and, briefly, describe two things:

  • where may students “be coming from” as they enter this course? And,

  • how they might the ideas, knowledge, skills and values from the course be used in their personal, professional, social, and civic lives after graduation?

Adapted from Fink, L. D., & Fink, A. K. (2009). Designing Courses for Significant Learning: Voices of experience. New directions for teaching and learning, No. 119. San Francisco, CA: Jossey-Bass.

Niagara University, January 2010


Department institutional goals
Department / Institutional Goals Classroom, Department and University

For example, to graduate women and men who:

  • Think and act globally

  • Approach problems with a multi-disciplinary point of view

  • Have a desire to make the world (and not just themselves) better off

  • Create new knowledge from the information presented to them


Inclusion
Inclusion Classroom, Department and University

The active, intentional, and ongoing engagement with diversity—in people, in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase one’s awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions. (AAC&U – Inclusive Excellence)

Niagara University, January 2010


MCOD Systems Change Process Classroom, Department and University

1. Identifying &

Developing

Change Agent Team

4. Change Planning

& Implementation

2. Determining

System

Readiness

Evaluate,

Renew, &

Redo

3. Assessment &

Benchmarking

Jackson, B. (2005 ). The Theory and Practice of Multicultural Organization Development in Education. In M. Ouellett (Ed.) Teaching Inclusively: Resources for Course, Department and Institutional Change in Higher Education. Stillwater, OK: New Forums Press. (p. 12)

Niagara University, January 2010


Inclusive assessment
Inclusive Assessment Classroom, Department and University

Assessment – the process of gathering information form multiple sources and indicators to make judgments about student learning, achievement, progress and performance.

Niagara University, January 2010


Inclusive planning strategies
Inclusive Planning Strategies Classroom, Department and University

  • Consider if all students are likely to have a background in the material

  • Account for different approaches to learning

  • Anticipate sensitive areas and prepare yourself and students

  • Plan for accommodations for students with disabilities (be familiar with campus services and practices)

Niagara University, January 2010


Further resources
Further Resources Classroom, Department and University

Adams, M., Bell, L., Griffin, P. (2007). Teaching for Diversity and Social Justice. New York: Routledge. (second edition)

Burgstahler, S., & Cory, R. (2008). Universal Design in Higher Education: From Principles to Practice. Cambridge, MA: Harvard Education.

Fink, L. D., & Fink, A. K. (2009). Designing Courses for Significant Learning: Voices of experience. New directions for teaching and learning, No. 119. San Francisco, CA: Jossey-Bass.

Morey, A. & Kitano, M. K. (1997). Multicultural Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon.

Ouellett, M. L. (Ed.) (2005). Teaching Inclusively: Resources for Course, Department & Institutional Change in Higher Education. Stillwater, OK: New Forums Press.

Suskie, L. (2004). Assessing Student Learning: A Common Sense guide. Bolton, MA: Anker.

Niagara University, January 2010


The academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.

Bell hooks, 1994

Niagara University, January 2010


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