By: Elizabeth Barnes, MFA and Tasha Souza, PhD
We teach because we hope to inspire and prepare students for the future. We teach to invite transformation and enact lasting change. But how do we prepare students to step out of their comfort zones and have courageous conversations? How do we ask students to sit across the table from someone different from themselves and truly listen?
By: Ashton Black and Stephanie Almagno, PhD
In August, Ashton Black and I began a new school year at Piedmont College, he for the first time, and I for the Nth time. I have been teaching since I was 21, and now, as the French say, I am a woman of a certain age. This is only important because there’s no male equivalent in discussions of being middle aged. Identity is so firmly rooted in gender stereotypes that we can hardly free ourselves from invisible habits. That was until Generation Z made those of us simply going through the motions look up from our college-ruled notebooks and take note.
By: Carl S. Moore, PhD, Edward Brantmeir, PhD, and Andreas Brocheild, PhD
Are there barriers to inclusion lurking in your courses?
After meeting at a diversity and inclusion session of the 2013 Professional and Organization Development Network (POD Network) Conference in Pittsburgh, the three of us set out to develop a tool to help faculty examine their courses through a diversity lens. We were driven by a lack of available resources that provide a practical approach to digging deep into the nuances of one’s course.
By: Ann Marie VanDerZanden, PhD, and Laura Bestler, PhD
We all face the challenge of making our classrooms more inclusive. At Iowa State, a series of training opportunities helps guide faculty and academic leaders to the most effective methods for teaching inclusively and welcoming a diverse classroom, as Ann…
“Who am I to speak about diversity and inclusion? I am a middle-aged white woman from an upper-middle-class family. I have been afforded numerous opportunities many of my students never have been, and possibly never will be, afforded. I am the picture of privilege.” This is what I told myself at times when the topics of diversity and inclusion came up. However, when you look at the racial/cultural makeup of most college campuses, if faculty “like me” do not broach the sensitive topics of diversity and inclusion, who will?
There are empty chairs in classrooms in Florida this week, at Valencia College, University of Central Florida, and Ana G. Mendez University, spaces left by the youngest victims of the Pulse nightclub shootings in Orlando. Most of them young gay men, most of them Latino. In the academic world, June is a time of celebration, of convocation, of inspired addresses to graduates ready to take their hard-earned degrees and all that they have learned into the real world. In the LGBTQ communities, June is Pride month, a time to celebrate hard-earned rights, to look back on how far we have come, and how far we still have to go. This year, it is a time to mourn, and as we gather to stand in solidarity, there is that old, familiar feeling of looking over our shoulders for the next threat.
By: Mary Bart
Meaningful conversations about race, diversity, and inclusion can be surprisingly rare occurrences in higher education classrooms. Students and faculty alike, especially those in the majority, often fear saying the wrong thing, so they say nothing at all and hope the moment…
By: Rob Kelly
As the student body becomes increasingly diverse, it’s important to have faculty incorporate multicultural design into their courses regardless of discipline. Although it may not seem that all disciplines lend themselves to including multiculturalism as a learning goal, consider how Christine Stanley and Mathew Ouellett frame the issue.
By: Mary Bart
“I don’t really have any diversity issues in my class because all of my students are white.”
“I have a lot of content to cover, so there’s really no time to address multiculturalism.”
Diversity, once largely centered on race and ethnicity, has evolved over the years to include a broad range of personal attributes, experiences, and backgrounds, each interlocking to create one’s social identity.
PowerPoint is versatile in allowing us to add multimedia (graphics, sound, audio, video, text, animation, etc.) to our presentations for keeping online students’ rapt attention. But how much multimedia should you add? In answering this question, I find that taking into consideration students’ learning styles and cultural/international backgrounds can help to lessen the risk of using too much or too little multimedia in your online PPTs.
