cheryl r. richardson, phd · pod_diversity2015 poster.pptx author: cheryl richardson created date:...

Inputs: A trus+ng faculty community for Discussions, Feedback, Exchange, Inquiry, Reflec+on Specific Skills, Ideas, Evidence Regarding Inequity Diversity and Inclusion An ever increasing body of scholarship shows a reliable rela+onship between diversity and mo+va+on (Ginsberg & Wlodkowski, 2009) as well as diversity and performance in school and the workplace (Antonio, 2002; Antonio et. al., 2004; Page, 2007). Some faculty do not appreciate these rela+onships; others understand but do not feel a responsibility to address them; and a smaller group embrace the concepts but are unsure how to act or lack confidence in their efforts. How can all faculty become cognizant of mo+va+on, difference and inequitable educa+onal environments and outcomes? Constructed and enacted carefully and inten+onally, faculty development programs can move instructors from one posi+on to another. It can help instructors see the problems and promise and move them beyond developing strategies for seeing diverse others to adjus+ng approaches and prac+ces that ac+vely include and mo+vate all students. The primary goal of this work is to help faculty become inten+onally cognizant of the work of diversity in the classroom. Through a suppor+ve community that exchanges individual reflec+on, inquiry, and feedback, I seek to help the most aware group of instructors orient themselves such that they unearth the posi+ve ramifica+ons of having diverse students, recognize and mi+gate against nega+ve biases, and publicly share their journey to include a more stagnant group. Impacts: Inten+onal, consistent focus on diversity, equity and inclusion More, similar communi+es Improved classroom climate Assessment Plan Pre- and post-interviews > changes in self-reported behaviors and confidence Self-reflec+on > processes and sugges+ons for improvements Ar+fact review > how well implementa+on has occurred Recruit for next cohort > changes in interest for these ideas Compare climate surveys > changes in feelings of inclusion Follow-up survey > con+nued use of prac+ces and approaches a]er one year Outputs: Sustained Community Workshop Assignments Syllabi Book (sharing above outputs, reflec+ons, and process) Workshops & recruitment 4 day Summer Ins+tute FC begins Submit project plan Review and reflec+on Follow up survey Start next FC Spring 2015 June 2015 August 2015 June 2016 June 2016 December2016 Cheryl R. Richardson, PhD Context of UD Administrative Diversity-related infrastructure Strategic Plan with Diversity as a Pillar Little numerical diversity - 75.7% White Undergraduate population (2014) 79.3% White Faculty (2014) Students report having fewer interactions with diverse others than those at similar institutions (NSSE, 2014) Conversations around race, inequality and difference are difficult Engaging Difference Faculty Group This work has been encouraged by the POD Network and its Diversity Commieee 2015 POD Conference, San Francisco, CA

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Page 1: Cheryl R. Richardson, PhD · POD_Diversity2015 poster.pptx Author: Cheryl Richardson Created Date: 11/16/2015 4:17:44 PM

Inputs:Atrus+ngfacultycommunityfor

Discussions,Feedback,Exchange,Inquiry,

Reflec+on

SpecificSkills,Ideas,EvidenceRegardingInequity

DiversityandInclusion

Aneverincreasingbodyofscholarshipshowsareliablerela+onshipbetweendiversityandmo+va+on(Ginsberg&Wlodkowski,2009)aswellasdiversityandperformanceinschoolandtheworkplace(Antonio,2002;Antonioet.al.,2004;Page,2007).Somefacultydonotappreciatetheserela+onships;othersunderstandbutdonotfeelaresponsibilitytoaddressthem;andasmallergroupembracetheconceptsbutareunsurehowtoactorlackconfidenceintheirefforts.Howcanallfacultybecomecognizantofmo+va+on,differenceandinequitableeduca+onalenvironmentsandoutcomes?Constructedandenactedcarefullyandinten+onally,facultydevelopmentprogramscanmoveinstructorsfromoneposi+ontoanother.Itcanhelpinstructorsseetheproblemsandpromiseandmovethembeyonddevelopingstrategiesforseeingdiverseotherstoadjus+ngapproachesandprac+cesthatac+velyincludeandmo+vateallstudents.Theprimarygoalofthisworkistohelpfacultybecomeinten+onallycognizantoftheworkofdiversityintheclassroom.Throughasuppor+vecommunitythatexchangesindividualreflec+on,inquiry,andfeedback,Iseektohelpthemostawaregroupofinstructorsorientthemselvessuchthattheyunearththeposi+veramifica+onsofhavingdiversestudents,recognizeandmi+gateagainstnega+vebiases,andpubliclysharetheirjourneytoincludeamorestagnantgroup.

Impacts:Inten+onal,consistentfocusondiversity,equityandinclusion

More,similarcommuni+es

Improvedclassroom

climate

AssessmentPlanPre-andpost-interviews>changesinself-reported

behaviorsandconfidence

Self-reflec+on>processesandsugges+onsforimprovements

Ar+factreview>howwellimplementa+onhasoccurred

Recruitfornextcohort>changesininterestforthese

ideas

Compareclimatesurveys>changesinfeelingsofinclusion

Follow-upsurvey>con+nueduseofprac+cesandapproachesa]eroneyear