We found 7 results that contain "microaggression"
Posted on: #iteachmsu
MSU Resources on Civility and Community Enhancement in Academic Environments
MSU Resources on Civility and Community Enhancement in Academic Environments
Michigan State University is a large and diverse institution hosting a variety of climates and cultures. Understanding and navigating these cultures can sometimes be challenging, so this list of resources is provided to increase awareness of the opportunities for learning and growth that are available to enhance our community and those that engage with it. It is the responsibility of everyone at MSU to contribute to an academic environment that welcomes every individual and respects their unique talents as we all work toward preparing future generations of Spartans.
Resources available at MSU
Conflict Resolution:
The Faculty Grievance Office responds to inquiries from MSU faculty, academic staff and administrators concerning alleged violations of MSU policies and practices.
The Office of the University Ombudsperson assists students, staff members, instructors, and administrators sort through university rules and regulations that might apply to specific student issues and concerns and help to resolve disputes.
MSU Human Resources offers Organizational Development Consulting Services on a variety of topics including climate/culture/interpersonal relationships.
The Office for Inclusion and Intercultural Initiatives offers programs and resources to bridge understanding across difference:
Inclusive Communications Guide (coming soon).
One-page Tip Sheets (printable/shareable .pdfs) These were designed to aid in building inclusive classrooms, but many of the concepts are more broadly applicable to other academic spaces and environments.
Setting up an Inclusive Classroom (PDF)
Some Dialogue Basics (PDF)
Intercultural Dialogue Facilitation (PDF)
Strategies for Managing Hot Moments in the Classroom (PDF)
Interrupting Bias: A Technique (PDF)
Microaggressions: A Primer (PDF)
Learn at Lunch this informal series welcomes anyone to bring their lunch and join the conversation. A variety of topics related to inclusion, social justice and equity will be highlighted - the schedule for the year is posted on the website in August.
Implicit Bias Certificate Program (available through MSU HR in EBS): this series of three sessions include topics on Creating an Inclusive Environment, Implicit Bias and Microaggressions, and Preparing for the Next Encounter. Sessions can be attended consecutively or combined to complete a certificate.
List of diversity and inclusion workshops offered (examples include Building an Inclusive Workplace, Disrupting Bias in the Academy, Racial Literacy, Building an Inclusive Classroom, Inclusive Leadership, Diversifying and Retaining Faculty and Staff)
MSU Dialogues a cohort-based experience exploring deep conversations about race, gender and other important aspects of identity. Undergraduate, graduate, faculty and staff groups are formed through application and the series of 6-8 meetings is offered each semester.
MSU Human Resources also has information and workshops available to further productive conversations about workplace culture and environments:
List of behavioral competencies
Free online learning opportunities through elevateU including topics such as:
Building a High-Performing Work Culture (example topics: personal skills, optimizing team performance, leadership skills)
E-books available in the Library (titles on health and wellness, etc.)
In-person workshops in collaboration with units across campus. Access to these programs is through EBS - Some of these include:
Building Capacity-Resilience as a Leader
Creating & Sustaining Positive Workplace
Creating an Inclusive Environment
Crucial Accountability
Crucial Conversations
Emotional Intelligence in Leadership
Engaging Teams for Maximum Performance
Ethics: How Do We Deal With "Gray Areas"
Honing Your Emotional Intelligence
Inclusive Communication Series
Managing Difficult Customers
Prohibited Harassment: for employees, for supervisors, student employees
Thriving through Change
Prevention, Outreach and Education Department offers a variety of trainings on violence prevention and bystander intervention, healthy ways of practicing consent and establishing boundaries, creating a culture of respect in the workplace, navigating boundaries in professional settings and more.
Employee Assistance Program (EAP): no cost, confidential counseling service offered to MSU faculty, staff, retirees, graduate student employees, and their families.
Health4U Program: some examples of resources provided include: emotional wellness coaching, courses, events and resources to support more healthy habits and practice
The Academic Advancement Network offers thriving sessions for Academic Specialists, Fixed-term Faculty, and Tenure-System Faculty are focused on supporting career progression. This is a wonderful opportunity to connect with people who can help individuals and units navigate the various appointment types at MSU.
LBGTQ Resource Center offers QuILL training: Queer Inclusive Learning and Leadership Training for understanding the experiences of people who may be marginalized by their gender identity.
Office of Cultural & Academic Transitions offers intercultural leadership training for departments and organizations
Other useful external resources
Climate/Culture/Inclusive Environments
Link to SHRM article: 6 Steps for Building an Inclusive Workplace
Definition of Workplace Bullying and other resources from WBI
More information about workplace bullying, what to do, difference between hostile work environment
Forbes article on commonality and bullying in the workplace
Book: Lester, J. (Ed.). (2013). Workplace bullying in higher education. Routledge.
Belsky, G. (2013). When good things happen to bad people: Disturbing news about workplace bullies. Time.
Wilson, S. M., & Ferch, S. R. (2005). Enhancing resilience in the workplace through the practice of caring relationships. Organization Development Journal, 23(4), 45.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of management, 33(5), 774-800.
Work Culture and Environment - Key Principles
Arianna Huffington: 10 Ways to Actually, Finally Improve Company Culture
Inspiration & Personal Growth
Brené Brown video on shame, guilt and empathy and empathy vs sympathy
Alain de Botton, TED talk on A kinder, gentler philosophy on success
8 Secrets to Success TED talk with Richard St. John
Free edX course on Happiness at Work
Free edX course on Mindfulness and Resilience to Stress at Work
There are also numerous resources available at the MSU Library:
Taking the Liberty of Incivility: Workplace Bullying in Higher Education by Lee Gloor, Jamie, Human Resource Development Quarterly, 02/2014, Volume 25, Issue 1, pp. 121–126, Article PDF: Download Now Journal Article: Full Text Online (book review)
Workplace bullying policies, higher education and the First Amendment: Building bridges not walls by Coel, Crystal Rae and Smith, Frances L. M First Amendment Studies, 07/2018, Volume 52, Issue 1-2, pp. 96–111, Article PDF: Download Now, Journal Article: Full Text Online
Workplace Bullying as Workplace Corruption by Vickers, Margaret H Administration & Society, 10/2014, Volume 46, Issue 8, pp. 960–985, Article PDF: Download Now, Journal Article: Full Text Online
Bully University? The Cost of Workplace Bullying and Employee Disengagement in American Higher Education by Hollis, Leah P SAGE Open, 06/2015, Volume 5, Issue 2, p. 215824401558999, Article PDF: Download Now, Journal Article: Full Text Online
The Gendered Nature of Workplace Bullying in the Context of Higher Education by Ambreen Anjum and Amina Muazzam, Pakistan Journal of Psychological Research, 07/2018, Volume 33, Issue 2, pp. 493–505, Journal Article: Full Text Online
Michigan State University is a large and diverse institution hosting a variety of climates and cultures. Understanding and navigating these cultures can sometimes be challenging, so this list of resources is provided to increase awareness of the opportunities for learning and growth that are available to enhance our community and those that engage with it. It is the responsibility of everyone at MSU to contribute to an academic environment that welcomes every individual and respects their unique talents as we all work toward preparing future generations of Spartans.
Resources available at MSU
Conflict Resolution:
The Faculty Grievance Office responds to inquiries from MSU faculty, academic staff and administrators concerning alleged violations of MSU policies and practices.
The Office of the University Ombudsperson assists students, staff members, instructors, and administrators sort through university rules and regulations that might apply to specific student issues and concerns and help to resolve disputes.
MSU Human Resources offers Organizational Development Consulting Services on a variety of topics including climate/culture/interpersonal relationships.
The Office for Inclusion and Intercultural Initiatives offers programs and resources to bridge understanding across difference:
Inclusive Communications Guide (coming soon).
One-page Tip Sheets (printable/shareable .pdfs) These were designed to aid in building inclusive classrooms, but many of the concepts are more broadly applicable to other academic spaces and environments.
Setting up an Inclusive Classroom (PDF)
Some Dialogue Basics (PDF)
Intercultural Dialogue Facilitation (PDF)
Strategies for Managing Hot Moments in the Classroom (PDF)
Interrupting Bias: A Technique (PDF)
Microaggressions: A Primer (PDF)
Learn at Lunch this informal series welcomes anyone to bring their lunch and join the conversation. A variety of topics related to inclusion, social justice and equity will be highlighted - the schedule for the year is posted on the website in August.
Implicit Bias Certificate Program (available through MSU HR in EBS): this series of three sessions include topics on Creating an Inclusive Environment, Implicit Bias and Microaggressions, and Preparing for the Next Encounter. Sessions can be attended consecutively or combined to complete a certificate.
List of diversity and inclusion workshops offered (examples include Building an Inclusive Workplace, Disrupting Bias in the Academy, Racial Literacy, Building an Inclusive Classroom, Inclusive Leadership, Diversifying and Retaining Faculty and Staff)
MSU Dialogues a cohort-based experience exploring deep conversations about race, gender and other important aspects of identity. Undergraduate, graduate, faculty and staff groups are formed through application and the series of 6-8 meetings is offered each semester.
MSU Human Resources also has information and workshops available to further productive conversations about workplace culture and environments:
List of behavioral competencies
Free online learning opportunities through elevateU including topics such as:
Building a High-Performing Work Culture (example topics: personal skills, optimizing team performance, leadership skills)
E-books available in the Library (titles on health and wellness, etc.)
In-person workshops in collaboration with units across campus. Access to these programs is through EBS - Some of these include:
Building Capacity-Resilience as a Leader
Creating & Sustaining Positive Workplace
Creating an Inclusive Environment
Crucial Accountability
Crucial Conversations
Emotional Intelligence in Leadership
Engaging Teams for Maximum Performance
Ethics: How Do We Deal With "Gray Areas"
Honing Your Emotional Intelligence
Inclusive Communication Series
Managing Difficult Customers
Prohibited Harassment: for employees, for supervisors, student employees
Thriving through Change
Prevention, Outreach and Education Department offers a variety of trainings on violence prevention and bystander intervention, healthy ways of practicing consent and establishing boundaries, creating a culture of respect in the workplace, navigating boundaries in professional settings and more.
Employee Assistance Program (EAP): no cost, confidential counseling service offered to MSU faculty, staff, retirees, graduate student employees, and their families.
Health4U Program: some examples of resources provided include: emotional wellness coaching, courses, events and resources to support more healthy habits and practice
The Academic Advancement Network offers thriving sessions for Academic Specialists, Fixed-term Faculty, and Tenure-System Faculty are focused on supporting career progression. This is a wonderful opportunity to connect with people who can help individuals and units navigate the various appointment types at MSU.
LBGTQ Resource Center offers QuILL training: Queer Inclusive Learning and Leadership Training for understanding the experiences of people who may be marginalized by their gender identity.
Office of Cultural & Academic Transitions offers intercultural leadership training for departments and organizations
Other useful external resources
Climate/Culture/Inclusive Environments
Link to SHRM article: 6 Steps for Building an Inclusive Workplace
Definition of Workplace Bullying and other resources from WBI
More information about workplace bullying, what to do, difference between hostile work environment
Forbes article on commonality and bullying in the workplace
Book: Lester, J. (Ed.). (2013). Workplace bullying in higher education. Routledge.
Belsky, G. (2013). When good things happen to bad people: Disturbing news about workplace bullies. Time.
Wilson, S. M., & Ferch, S. R. (2005). Enhancing resilience in the workplace through the practice of caring relationships. Organization Development Journal, 23(4), 45.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of management, 33(5), 774-800.
Work Culture and Environment - Key Principles
Arianna Huffington: 10 Ways to Actually, Finally Improve Company Culture
Inspiration & Personal Growth
Brené Brown video on shame, guilt and empathy and empathy vs sympathy
Alain de Botton, TED talk on A kinder, gentler philosophy on success
8 Secrets to Success TED talk with Richard St. John
Free edX course on Happiness at Work
Free edX course on Mindfulness and Resilience to Stress at Work
There are also numerous resources available at the MSU Library:
Taking the Liberty of Incivility: Workplace Bullying in Higher Education by Lee Gloor, Jamie, Human Resource Development Quarterly, 02/2014, Volume 25, Issue 1, pp. 121–126, Article PDF: Download Now Journal Article: Full Text Online (book review)
Workplace bullying policies, higher education and the First Amendment: Building bridges not walls by Coel, Crystal Rae and Smith, Frances L. M First Amendment Studies, 07/2018, Volume 52, Issue 1-2, pp. 96–111, Article PDF: Download Now, Journal Article: Full Text Online
Workplace Bullying as Workplace Corruption by Vickers, Margaret H Administration & Society, 10/2014, Volume 46, Issue 8, pp. 960–985, Article PDF: Download Now, Journal Article: Full Text Online
Bully University? The Cost of Workplace Bullying and Employee Disengagement in American Higher Education by Hollis, Leah P SAGE Open, 06/2015, Volume 5, Issue 2, p. 215824401558999, Article PDF: Download Now, Journal Article: Full Text Online
The Gendered Nature of Workplace Bullying in the Context of Higher Education by Ambreen Anjum and Amina Muazzam, Pakistan Journal of Psychological Research, 07/2018, Volume 33, Issue 2, pp. 493–505, Journal Article: Full Text Online
Authored by: Patti Stewart
Navigating Context
Posted on: Catalyst Innovation...
Looking Back: A Mile in My Shoes; A Continuation of Virtual Reality Confronting Bias
What inspired you to pursue this project?
What inspired our team to pursue this project was to create a virtual reality application that included data from common scenarios to help individuals recognize their own biases in action. The purpose of developing this immersive experience was to demonstrate examples of situations many people experience every day. Our hope is that this project will provide a way for us to better understand the lives and experiences of people different from ourselves.
Who was involved in the project or made a significant contribution?
In addition to Dr. Quentin Tyler and Dr. Linda Nubani, the team includes CANR Office of Diversity, Equity and Inclusion representatives Ayodele Daré, Phillip Seaborn and Dr. Emily Sorroche.
What are some of the successes that you have experienced on this project?
Some of the successes that we have experienced in this project is the purchase of the oculus headset and success in downloading the A Mile in My Shoes project into the system, we have been able to stay in contact with the VR company to help in updating the VR application with new features in a reasonable time and scripts for the scenarios that we have drafted have been completed and are ready to be used with our participants. Our team has officially settled on a day for the beta test of this project.
What are some of the challenges that you have experienced on this project?
Some challenges that we came across were barriers regarding copyright issues that prevented us from utilizing an unconscious bias video that is instrumental in the overall training. Additionally, the team recognized the need of additional avatars to better represent the MSU Community so we contacted the vr company to assist in creating more avatars.
Describe some of the unexpected outcomes that occurred during this project?
Some of the unexpected outcomes that occurred during this project. Initially when this project was being developed, we intended to unveil this project in 2021 but due to the pandemic, we had to place a hold on the project. However, this prompted our team to develop a method for most MSU employees and students to access the system remotely without the headset.
What are the key lessons that you learned from the project?From working on this project we have learned that it is incredibly important for people to experience different situations and have conversations with others about diversity, equity and inclusion in safe and enlightening spaces. Through the system we can provide a safe space for our participants to prepare them for when they experience a microaggression and how they can act and support those that may experience it.
How would you describe the final status of the project?
The program is continuously being updated to improve the overall VR experience. Our team is updating the features in the vr system for accessibility use and new avatar creation. We are beginning to schedules sessions for participants to volunteer to be apart of the beta test for the program that we intend to schedule in January
What are the next steps for this project or research?
In January, we will be moving into the next stage for out beta test of the system. We will be scheduling to invite staff members to go through the “A Mile in My Shoes” project. They will go through the scenarios that office as created and observe the situations and describe how they would have handled the situation. Additional future plans include making the VR application available to more people and units at MSU, as well as supporting broader usage by other universities and organizations.
What inspired our team to pursue this project was to create a virtual reality application that included data from common scenarios to help individuals recognize their own biases in action. The purpose of developing this immersive experience was to demonstrate examples of situations many people experience every day. Our hope is that this project will provide a way for us to better understand the lives and experiences of people different from ourselves.
Who was involved in the project or made a significant contribution?
In addition to Dr. Quentin Tyler and Dr. Linda Nubani, the team includes CANR Office of Diversity, Equity and Inclusion representatives Ayodele Daré, Phillip Seaborn and Dr. Emily Sorroche.
What are some of the successes that you have experienced on this project?
Some of the successes that we have experienced in this project is the purchase of the oculus headset and success in downloading the A Mile in My Shoes project into the system, we have been able to stay in contact with the VR company to help in updating the VR application with new features in a reasonable time and scripts for the scenarios that we have drafted have been completed and are ready to be used with our participants. Our team has officially settled on a day for the beta test of this project.
What are some of the challenges that you have experienced on this project?
Some challenges that we came across were barriers regarding copyright issues that prevented us from utilizing an unconscious bias video that is instrumental in the overall training. Additionally, the team recognized the need of additional avatars to better represent the MSU Community so we contacted the vr company to assist in creating more avatars.
Describe some of the unexpected outcomes that occurred during this project?
Some of the unexpected outcomes that occurred during this project. Initially when this project was being developed, we intended to unveil this project in 2021 but due to the pandemic, we had to place a hold on the project. However, this prompted our team to develop a method for most MSU employees and students to access the system remotely without the headset.
What are the key lessons that you learned from the project?From working on this project we have learned that it is incredibly important for people to experience different situations and have conversations with others about diversity, equity and inclusion in safe and enlightening spaces. Through the system we can provide a safe space for our participants to prepare them for when they experience a microaggression and how they can act and support those that may experience it.
How would you describe the final status of the project?
The program is continuously being updated to improve the overall VR experience. Our team is updating the features in the vr system for accessibility use and new avatar creation. We are beginning to schedules sessions for participants to volunteer to be apart of the beta test for the program that we intend to schedule in January
What are the next steps for this project or research?
In January, we will be moving into the next stage for out beta test of the system. We will be scheduling to invite staff members to go through the “A Mile in My Shoes” project. They will go through the scenarios that office as created and observe the situations and describe how they would have handled the situation. Additional future plans include making the VR application available to more people and units at MSU, as well as supporting broader usage by other universities and organizations.
Authored by: Dare Ayodele
Posted on: #iteachmsu
Recommended teaching, learning, and student success resources
Thank you for helping our students achieve their goals; recommendations include:
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations
Authored by: Educators Empowering Student Success Committee (part of the Faculty Improving Student Success Strategic Initiative)
Navigating Context
Posted on: #iteachmsu
Educator Book Discussion: "What Inclusive Instructors Do"
The Center for Teaching and Learning Innovation and educators discussed the title “What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching” By Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell, Mallory SoRelle (published by Routledge in 2021) on 11/2/23. This title is available in print at the MSU Main Library (Call Number: LB2331 .A34 2021) or as an eBook (via ProQuest EBook Central).
If you missed the discussion or want to continue your reflection, in addition to the great reflection questions incorporated in each chapter of the book, here are the prompts we used for our discussion:
The book defines inclusive instructors as the “literal embodiment of inclusion. Inclusive instructors generate spaces through their scholarship, service, mentorship, teaching, activism, and their very selves. To be an inclusive instructor is to critique and challenge traditions, systems and structures that were constructed to exclude and marginalize”.Is this aspirational or achievable? How / what would you add or change in the definition of an inclusive instructor?
What are you currently doing to create inclusive and welcoming learning environments? How do you incorporate inclusivity in the beginning, middle, and end of the course? How do these things create and support educational equity and belonging?
The book talks about the importance of growth mindset in this work. That as humans we never "fully arrive". How do you (currently or aspire to) continue your learning and development journey in this area?
In your opinion, how can educators measure the effectiveness of their inclusive teaching practices? What indicators or assessment tools can help them gauge the impact of their efforts? The naming and framing of this work is important. How can/do you tell the story of your inclusive educator practices?
The group had a conversation rich with activities and resources. Here are a few of the items that came up:
Resources:
Microvalidations
Power Wheel
OFASD Learning Communities
Practices and ideas from the group:
smaller assessments give students feedback on a limited amount of knowledge and they’re less likely to forget everything after the midterm
removed all grades related to "participation" or attendance
1 min check outs (What rocked today? What sucked today?)
Break large exams into the smallest chunks for learning assessments… this allows educators to demonstrate flexibility in large courses
“made a mistake and I had total points of 105 - rather than correcting it, it gave students some room to miss deadlines on some of discussion forums”
small-group exams
“I have my quizzes open Monday and close Friday each week, and they can take as many times as they want while it is open - I still have students who don’t do them, so they will typically use the drops”
“I've been offering flexibility in assignment format. Granted, I teach small grad-level courses so this might not work for larger undergrad courses. But I give students the option to do a traditional academic paper, powerpoint presentation with recorded narrative, or if they have other ideas I ask them to meet with me to talk it through.”
If you’d like to nominate a title for a future CTLI book discussion and/or volunteer to co-facilitate a discussion, please reach out to Makena Neal at mneal@msu.eduCover-photo by Sincerely Media on Unsplash
If you missed the discussion or want to continue your reflection, in addition to the great reflection questions incorporated in each chapter of the book, here are the prompts we used for our discussion:
The book defines inclusive instructors as the “literal embodiment of inclusion. Inclusive instructors generate spaces through their scholarship, service, mentorship, teaching, activism, and their very selves. To be an inclusive instructor is to critique and challenge traditions, systems and structures that were constructed to exclude and marginalize”.Is this aspirational or achievable? How / what would you add or change in the definition of an inclusive instructor?
What are you currently doing to create inclusive and welcoming learning environments? How do you incorporate inclusivity in the beginning, middle, and end of the course? How do these things create and support educational equity and belonging?
The book talks about the importance of growth mindset in this work. That as humans we never "fully arrive". How do you (currently or aspire to) continue your learning and development journey in this area?
In your opinion, how can educators measure the effectiveness of their inclusive teaching practices? What indicators or assessment tools can help them gauge the impact of their efforts? The naming and framing of this work is important. How can/do you tell the story of your inclusive educator practices?
The group had a conversation rich with activities and resources. Here are a few of the items that came up:
Resources:
Microvalidations
Power Wheel
OFASD Learning Communities
Practices and ideas from the group:
smaller assessments give students feedback on a limited amount of knowledge and they’re less likely to forget everything after the midterm
removed all grades related to "participation" or attendance
1 min check outs (What rocked today? What sucked today?)
Break large exams into the smallest chunks for learning assessments… this allows educators to demonstrate flexibility in large courses
“made a mistake and I had total points of 105 - rather than correcting it, it gave students some room to miss deadlines on some of discussion forums”
small-group exams
“I have my quizzes open Monday and close Friday each week, and they can take as many times as they want while it is open - I still have students who don’t do them, so they will typically use the drops”
“I've been offering flexibility in assignment format. Granted, I teach small grad-level courses so this might not work for larger undergrad courses. But I give students the option to do a traditional academic paper, powerpoint presentation with recorded narrative, or if they have other ideas I ask them to meet with me to talk it through.”
If you’d like to nominate a title for a future CTLI book discussion and/or volunteer to co-facilitate a discussion, please reach out to Makena Neal at mneal@msu.eduCover-photo by Sincerely Media on Unsplash
Authored by: Makena Neal & Monaca Eaton
Pedagogical Design
Posted on: #iteachmsu
Microaggressions often have macro impacts - How do we address microaggressions in the classroom? What is our role as an educator when these happen in our classroom? What do we do when we are the aggressor?
Posted by: Monaca Eaton
Pedagogical Design
Posted on: #iteachmsu
According to Derald Wing Sue, “microaggressions are every day encounters of subtle discrimination that people of various marginalized identities experience throughout their lives.” They are often subtle and unintentional and the person who commits a microaggression is often unaware they have hurt someone. Nonetheless, the accumulated impact of daily microaggressions cause real pain, anxiety, depression, self doubt and may even have adverse health impacts on the recipients.
To learn more about microaggressions, click the attachment below.
SOURCE: MSU Office for Inclusion and Intercultural Initiatives
To learn more about microaggressions, click the attachment below.
SOURCE: MSU Office for Inclusion and Intercultural Initiatives
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
No matter what subject matter we are teaching, the size of our class, or the time we devoted to creating an inclusive classroom, conflict is part of the learning process. Conflict may erupt due to any number of things, including problematic humor, language that is viewed by some as oppressive, stereotypes, or microaggressions.
Regardless of your content, class size, or teaching methodology, you can access some suggestions about how to handle those hot moments when they arise by clicking the attachment below.
SOURCE: MSU Office for Inclusion and Intercultural Initiatives
Regardless of your content, class size, or teaching methodology, you can access some suggestions about how to handle those hot moments when they arise by clicking the attachment below.
SOURCE: MSU Office for Inclusion and Intercultural Initiatives
Posted by: Makena Neal
Navigating Context