Welcome to the cirtl network s virtual coffee hour
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Teaching at a Primarily Minority Institution. Welcome to the CIRTL Network’s Virtual Coffee Hour. Imani Goffney. Tabitha Hardy. Keri Mans. Session begins at 12(noon) CT When you join the room please run the Audio Setup Wizard: Tools Menu->Audio->Audio Setup Wizard

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Welcome to the cirtl network s virtual coffee hour

Teaching at a Primarily Minority Institution

Welcome to the CIRTL Network’s Virtual Coffee Hour

  • ImaniGoffney

  • Tabitha Hardy

  • Keri Mans

Session begins at 12(noon) CT

When you join the room please run the Audio Setup Wizard: Tools Menu->Audio->Audio Setup Wizard

While we wait for the session to begin, we encourage you to test your mic and webcam

If you are experiencing problems and/or have questions, please type into the chat window


Ways to interact during the coffee hour discussion
Ways to Interact during the Coffee Hour Discussion

  • Turn on/off your microphone:

  • Raise your hand if you have a question or comment

  • Turn on/off your video:

  • Use the chat window to add comments, ask questions, or request help



Find common ground
Find common ground

  • At first glance, students at a minority serving institution might initially balk at finding any common ground with me. However, I focus on my strengths.

    • I’m young

    • I like a lot of the same things they do.

    • I was a first-generation college student, like many of my students are.


Be real
Be “real”

  • Honesty and openness is the best policy.

  • Smaller classes make it easier to be more accessible.

  • Students are sure to see through any façade.


Getting what i want
Getting what I want

  • Expectations are clearly laid out.

  • I do what I say I’m going to do, and hold them to the same.

  • Penalties for missing deadlines are strictly enforced.

  • Create a classroom environment of inclusion, not exclusion. Respectful discussion is encouraged.

  • I keep long office hours and online availability to provide extra guidance on difficult topics.


Cirtl online coffee hour teaching at a primarily minority institution

CIRTL Online Coffee Hour:Teaching at a Primarily Minority Institution

Dr. Imani Masters Goffney

University of Houston

March 28, 2013


Why teach at a minority serving institution
Why Teach at a Minority Serving Institution?

  • Opportunity to serve those who have often not been served well so far by public schools

  • Invest in students are very motivated to succeed for many different reasons

  • Challenging work that is complex and interesting

  • Rewarding


Opportunity to serve those who have often not been served well so far by public schools
Opportunity to serve those who have often not been served well so far by public schools

  • Many students either start out needing to take remedial courses or transfer in from community colleges– need deliberate support to prepare them for university level rigor

  • Universities need to move beyond recruitment to consider what it takes to help students to succeed

  • Professors need to broadly consider what it takes and means to be successful in their courses and develop pedagogical tools that will create pathways for engaging in rigorous work for diverse learners


Invest in students are very motivated to succeed for many different reasons
Invest in students are very motivated to succeed for many different reasons

  • Many students at these institutions have encountered a range of barriers to their progress and are highly motivated to succeed

  • Students want to do well but often don’t know how or when to task for help, but if help is provided they take advantage of it and share that information with others they know face similar challenges

  • Paying for school themselves and want to maximize learning experiences, not just get an “A”– emphasis on learning and applying what they have learned


Challenging work that is complicated and interesting
Challenging Work That is Complicated and Interesting different reasons

  • I like being a “boat-rocker” and challenging conventionally held beliefs about who can and should be “good” in school

  • Finding ways to help diverse students succeed adds to the knowledge base in our field

  • Challenges arise often and solutions are not always obvious, creating interesting and engaging opportunities for work


Rewarding
Rewarding different reasons

  • Students are often appreciative and grateful for these kinds of learning opportunities

  • Students often share/ disseminate resources to their colleagues and classmates as a way of spreading a wealth of knowledge

  • Major contributions to student success and attending to differences in patterns of success and achievement in schools

  • Equity is achieved when patterns of success are not predicable along racial, cultural, or SES characteristics…..


Teaching at a primarily minority institution

Teaching at a Primarily Minority Institution different reasons

Tabitha M. Hardy, Ph.D

University of Alabama at Birmingham

CIRTL Coffee Hour 3/28/13


From student to teacher
From Student to Teacher different reasons


Stillman college
Stillman different reasons College

  • Small private liberal arts college affiliated with the Presbyterian Church; Founded in 1876

  • Require a high school diploma or a passing score on the GED/TOEFL; suggests that the ACT is taken but no set score for admissions

  • Rolling admissions

  • 1072 students enrolled (2011); 47% Male 53% Female

  • Student- Faculty ratio 18:1

  • Tuition $14,710; Room and Board $7,o56 (2012-13)

    • 95.1% of fulltime students receive financial aid

U.S. News and World Report 2013


Benefits of teaching at a minority institution
Benefits of Teaching at a Minority Institution different reasons

Smaller class sizes and student-teacher ratios

Input into departmental and class structure

“Family-like” environment

Many opportunities for service (i.e. student group advisor)

Opportunities for small scale research and lots of willing students

Opportunities to mentor students

Great place to try out new ideas

Good place to explore grants and funding opportunities


Characteristics and challenges of minority institutions
Characteristics and challenges of different reasonsMinority Institutions

Challenges

May not have access to a lot of resources

May not have established community and academic collaborators

May not have the infrastructure to support grants and grant writing

Salaries may not be as competitive

Institutions

  • Typically smaller classes

  • Family environment

  • Close student-teacher relationships

  • Open enrollment

  • Foreign-born faculty

  • Religious influence

  • Cultural influence


Characteristics and challenges of students at minority institution
Characteristics and challenges of Students at Minority Institution

Students

Diverse educational and financial backgrounds

Urban vs. Rural Education

Likely live within the immediate community

1st generation college students

Challenges

  • Value of Education

  • Financial

  • Family

  • Employment

  • Imposter syndrome

  • Inferiority complex

  • Competitive nature

  • Lack of diversity

  • Distrusting of others


Minority institutions student perspective
Minority Institutions: InstitutionStudent Perspective

Feel more support at minority institutions because of more faculty-student interaction and more gains in cognitive and personal development.

Feel that their needs are being directly addressed

Minority students believe that minority faculty members are more likely to instill positive beliefs in their students and can help dismiss the myths and stereotypes of white students.

Do not think that majority instructors believe in their capabilities and they have negative and low expectancies

Believe that they could benefit from wider diversity, different perspectives, mentorship and cultural enrichment.

The Journal of Multiculturalism vol 7 (Dec 2011)


Tips for teaching culturally diverse students
Tips for Teaching Culturally Diverse Students Institution

Be sensitive to cultural differences

Get to know your students

Establish a rapport

Set your expectations/goals high; communicate expectations clearly

Know that each student is an individual don’t make assumptions about different groups (all _____’s are not alike)

Be patient

Seek feedback often


Welcome to the cirtl network s virtual coffee hour

Teaching at a Primarily Minority Institution Institution

Tabitha Hardy, Post Doc, University of Alabama at Birmingham, Institutional Research and Academic Career Development Award (IRACDA) Fellow

Keri Mans, Post Doc, University of Alabama at Birmingham, Institutional Research and Academic Career Development Award (IRACDA) Fellow;

ImaniGoffney, Assistant Professor, Curriculum and Instruction, University of Houston


Welcome to the cirtl network s virtual coffee hour

Next Month’s Coffee Hours Institution

Building an Academic Career Series

Teaching and Learning in the STEM Classroom Series

Tenure and Promotion: What you should know, what you should ask

April 25th, 2013, 12-1pm CT

Facilitated by:

Don Foss, Professor, Dept of Psychology, University of Houston

Philip Cohen, Vice Provost for Academic Affairs, Dean, Graduate School, Professor, Dept of English, The University of Texas at Arlington

Daniel Mosse, Professor, Dept Chair, Dept of Computer Science, University of Pittsburgh

Fostering Critical Thinking

April 17th, 2013, 1-2pm CT

Facilitated by:

Nancy Ruggeri, Associate Director of Graduate Programs, Searle Center for Teaching Excellence, Northwestern University

To sign up to hear about these and other CIRTL events, emailinfo@cirtl.net.