diversity and inclusion in the college classroom September 18

Inclusion by Design: Tool Helps Faculty Examine Their Teaching Practices

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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.


students in lecture hall August 4

An Inclusive Classroom Framework: Resources, Onboarding Approach, and Ongoing Programs

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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


student raising hand on class August 2

The Importance of Learning Students’ Names

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Names … why do we have such trouble learning them? For those of us who struggle with names, it never gets easier, no matter how many tricks we try. It can be embarrassing—to ourselves and to others. I remember once visiting a mall while out of town and hearing someone calling my name. Soon, a vaguely familiar person was greeting me with enthusiasm. “I am so happy to see you! It’s been so long? How are you?”

Who is this?, I’m thinking to myself. Course rosters roll through my mind. Nothing. No associations. No connections. Finally, in embarrassment I admit. “I’m terribly sorry but I can’t remember your name. When did you take my course?” “Maryellen! I’m Simone Beck. We went to college together.”


diversity in college classroom June 9

Activities for Building Cultural Competencies in Our Students and Ourselves

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“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?


chat symbol with quotation marks April 11

How to Respond to Hostile, Inappropriate Comments in Class

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When hot moments ignite in the classroom, it is important to engage thoughtfully and purposively in strategies that maintain a supportive communication climate. Managing hot moments is a complex endeavor, and it is our responsibility to maintain a climate that is conducive to learning by not adding fuel to the fire.

How to intervene when someone makes a blatantly inappropriate remark (Adapted from Obear, 2010):

Ask clarifying questions to help you understand intentions.

  • “I want to make sure I heard you correctly.  Did you say…”
  • If they disagree with your paraphrase, you could end the conversation. If you suspect they are trying to “cover their tracks,” you may consider making a statement about the initial comment.
  • “I’m glad to hear I misunderstood you, because, as you know, such comments can be…”

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international students March 1

Students’ Use of Their Own Language: Breaking Down Barriers

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“Language influences thought and action. The words we use to describe things—to ourselves and others—affect how we and they think and act.” (Weimer, 2015).

Learners can be empowered or suppressed by the language(s) used in our classrooms and other learning spaces. Given the increasingly divisive rhetoric stemming from the caustic nature of the U.S. presidential election, ill-informed statements such as “this is a country where we speak English, not Spanish,” or “while we’re in this nation, we should be speaking English . . . whether people like it or not, that’s how we assimilate” (Waldman, 2016), cannot be taken lightly. Many of our students may feel that their “own language” and, by extension, their identity, is under threat. The term “own language” is defined as “a language which the students already know and through which (if allowed), they can approach [learning]” (cited in Hall, 2015, n.p.). It’s a term now preferred by scholars and researchers to minimize inaccurate or imprecise usages, such as “native language,” “first language,” or “mother tongue.”

Additionally, educational institutions must confront the reality of a changing demographic stemming from increased international student enrollment, growing numbers of immigrants, generation 1.5 students, and, in Canada, the participation of First Nations communities. For students who speak English as an additional language (EAL), the sense of exclusion is not just a feeling, but a reality with consequences for learning and outcomes.

In this article, I’d like to focus specifically on learners’ use of their own language. For those readers whose professional work involves teaching or supporting EAL students, regardless of field or discipline, have you considered the role your students’ own language plays in the learning process?

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non-traditional students in library February 2

Fair and Equal

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“There is nothing more unequal than the equal treatment of unequal people.” This quote, attributed to Thomas Jefferson, is often used in gifted education to justify the attention, resources, and opportunities provided to those who are more academically talented than others. It’s intended to connote a sense of fairness, a feeling that not every student should have the same classroom experience. Rather, there should be an emphasis on appropriate instruction, instruction that is responsive to individual needs, interests, and abilities.

Yet the heat of the college experience often produces an uncomfortable state of tension between what is “equal” and what is “fair.” Many of us wonder whether both can be achieved simultaneously. Certainly, professors can adapt instruction so that a variety of needs can be met. But can teaching be personalized so that all individual differences and learning styles are privileged in every classroom?

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Top 11 articles on Faculty Focus December 16, 2016

Our Top 11 Teaching and Learning Articles of 2016

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It wouldn’t be the end of the year without a few top 10 lists. As we prepare to put 2016 in the rearview mirror, we’re offering up our own list, which goes to 11.

Throughout 2016, we published more than 200 articles. The articles covered a wide range of teaching and learning topics, including diversity and inclusion, critical thinking, peer feedback, assignment strategies, course design, flipped learning, online discussions, and grading policies.

In this post, we reveal the 11 articles that most resonated with our readers. Each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.


diversity in classroom November 30, 2016

Breaking the Code of Silence about Race in the Classroom

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Racially-charged issues are all around us — controversy over the killing of unarmed black men by white police officers; the slaughter of nine black people during a Charleston, S.C. church service by a young white man who said he wanted to start a race war; the rise of the Black Lives Matter movement on college campuses; the inflammatory rhetoric about race that has been aired over and over in the run-up to the 2016 presidential election. Yet, unless we happen to be teaching a course directly related to race, such as black history or the psychology of racial identity, most of us dodge the topic.

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Diverse group of university students in classroom October 17, 2016

Getting Names Right: It’s Personal

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Editor’s Note: The following article was excerpted with permission from To My Professor: Student Voices for Great College Teaching, a new book that brings together student experiences and opinions with advice from master educators and experts. The book was written by students at Michigan State University under the guidance of Joe Grimm, visiting editor in residence in the MSU School of Journalism since 2008.

“I spend a lot of money to go to school here. It would be nice if a professor knew my name.”

“I appreciate the fact that you asked me what I wanted to be called because my name has various pronunciations in different languages.”