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Curry School of Education Faculty Self-Study on Diversity in Teaching and Learning

Curry School of Education Faculty Self-Study on Diversity in Teaching and Learning. Patrice Preston Grimes, Curry Dorothe Bach, Teaching Resource Center University of Virginia – Bavaro Hall 116 Thursday, April 14, 2011. Conceptual Framework.

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Curry School of Education Faculty Self-Study on Diversity in Teaching and Learning

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  1. Curry School of Education Faculty Self-Study on Diversity in Teaching and Learning Patrice Preston Grimes, Curry Dorothe Bach, Teaching Resource Center University of Virginia – Bavaro Hall 116 Thursday, April 14, 2011

  2. Conceptual Framework • K-16 classrooms in the USA are complex and multi-faceted (Good, 2010; Marzano, 2010) • The variety of teachers and learners in schools requires current research, knowledge and practice to meet diverse needs (Gay, 2010; Ball & Tyson, 2011) • Effective teaching and learning in university classrooms considers race, ethnicity, culture, language and religion in lesson design and implementation (McNergney & Herbert, 2001; University of Oregon, 2010; University of Virginia, 2010)

  3. Research Questions • What are the needs of the Curry School of Education faculty as related to issues of diversity and cultural competence in their teaching and learning? • In what ways do faculty members’ self perceptions change as a result of participation in a professional development program targeted to diversity and cultural competency?

  4. Methodology Qualitative Case Study Design (Merriam, 1998, Miles and Huberman, 1994). Fall 2007 to Fall 2009 (context) • Informal curriculum audits (faculty syllabi) • Curry students’ feedback (orientations) • Curry graduate students’ diversity survey report January to July 2010 • Literature Review • Study design/IRB August to December 2010 • Participant selection • Focus groups (Sept & Dec) • Semi-structured teacher interviews • Teaching observations • Document collection • Workshop session w/TRC (Nov)

  5. Overall Findings Theme 1: Definitions of diversity vary widely among participants Theme 2: Teaching approaches to diversity reflect different pedagogical frameworks Theme 3: Faculty negotiate classroom climate & curriculum content to engage in diversity topics Theme 4: Few avenues exist within Curry for faculty to access support for diversity teaching and learning

  6. Spring 2011 “Diversity in the Classroom” Workshop w. Dr. Kathryn Plank – 78 participants BIS, CAS, Curry, Darden, Engineering, Medical School, Nursing, Public Health Overall workshop rating: 4.31 (range 1-5) 3243 students whom participants will teach in 2010-2011 For 2011-2012 Opportunities: Expand TRC/Curry collaboration Formalize professional development in diversity T & L Challenges: Communication – Momentum – Sustainability Institutional / School support for structural change Next Steps

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