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

1. Welcome to2422 - An Inclusive Classroom Framework: Resources, onboarding approach and ongoing programs Laura Bestler. Ph.D. NCORE 2019 • Portland, OR

2. Fostering Inclusion at NCORE It is the expectation of the Southwest Center for Human Relations Studies that all participants at NCORE enjoy a welcoming and inclusive environment, free from all forms of discrimination, harassment, and retaliation. NCORE is committed to fostering an atmosphere that encourages the free expression and exchange of ideas. In pursuit of that ideal, NCORE is committed to the promotion of equality of opportunity and treatment for all NCORE participants in NCORE sponsored events, regardless of gender, gender identity or expression, race, color, national or ethnic origin, religion or religious belief, age, marital status, sexual orientation, immigration status, disabilities, veteran status, or body size.

3. Land Acknowledgement We acknowledge the land on which we sit and occupy today as the traditional and ancestral home of the Multnomah, Kathlamet, Clackamas, Tumwater, Watlala bands of the Chinook, the Tualatin Kalapuya, and other Indigenous nations of the Columbia River. Without them, we would not have access to this gathering and to this dialogue. We take this opportunity to thank and honor the original caretakers of this land.

4. Introduction

5. Today’s Goals • Listen to how Iowa State used a collaborative approach to develop the inclusive classroom workshop and the continual evolution of the workshop/resources • Explore what teaching inclusively is and why it is important • Determine what barriers you are facing and strategize how to overcome them

6. Center for Excellence in Learning and Teaching (CELT) CELT’s Mission “Partnering with educators to advance student-centered learning at Iowa State University.” Iowa State University’s Mission “Create, share, and apply knowledge to make Iowa and the world a better place.”

7. Morrill Hall at Iowa State University

8. 34,992 Iowa State’s Enrollment1 2 : 1868-2018 (ISU Fact Book) Enrollment 19,909 15,083 Fall Term

9. Inclusive Classroom resources webpage:http://bit.ly/isuicwresources

10. First steps to now Facilitate workshops Provost’s Request Pilot offering Resources developed Input Present Extend Learning Identify Actively engaged Format

11. What is inclusion?

12. Actual Workshop Goals • Describe how Iowa State used a collaborative approach to develop the inclusive classroom workshop • Share what teaching inclusively is and why it is important • List barriers to an inclusive classroom and identify potential strategies to overcome them • Engage and practice active learning techniques that contribute to an inclusive classroom environment • Begin to build a teaching inclusively action plan

13. The Flipped Classroom Teaching Approach

14. Public Pre-Workshop Learning Modules website:http://bit.ly/icpublic

15. Pre-Workshop Online Learning Modules Modules include: reading resources, viewing video(s), and responding to critical reflection questions Module Topics: • ISU policies and information relevant to inclusion • Exploring your inclusive teaching persona • Developing a mindful syllabus and course design • What are micro-aggressions and how do they impact learning?

16. Example Workshop Agenda • Introduction: Agenda & goals, overview, and discussion guidelines • What is an Inclusive Classroom and Why is It Important? Individual and small group work followed by large group discussion • Barriers to Effective Inclusion & Strategies to Overcome Them: Individual and small group work followed by large group discussion • Classroom Scenarios: Previous experience, and discussions inform how-to solve student scenarios in small groups • How to Promote Inclusion in the Classroom: Begin work on the individual action plan • Next Steps and Closing: Discuss ways extend learning

17. Mindful and Learner-Centered Syllabus Checklist (PDF) Download the PDF: http://bit.ly/celtsyllabus

18. Strategies to Create an Inclusive Course (PDF) Download the PDF: http://bit.ly/celt-strat

19. Results from a recent workshop Pre-Workshop (S2019) Post-Workshop (S2019)

20. The Four Agreements • Stay engaged • Experience discomfort  • Speak your truth • Expect and accept nonclosure Singleton , G.E., & Linton, C. (2006).

21. Inclusive Classroom Activity

22. Inclusion “Think and Ink” Write : What is an inclusive classroom like? Write : Why is an inclusive classroom important to higher education?

23. What themes did you discover in small groups? Report out to large group

24. Walk into the Future… May 29, 2022

25. The Future - Think • Pair • Share Write : What do you see as the result of your efforts towards an inclusive classroom over the last 3 years? Write : What accolades do you hear people saying about our accomplishments towards inclusion?

26. What does the future look like ? (small groups) Report discovered themes to large group

27. Barriers Activity

28. Back to the present… May 29, 2022

29. What are the barriers to an effective inclusive classroom? Write one barrier per sticky note

30. What barriers(s) are similar to yours? As a small group discover similar themes by placing the post-its into clusters

31. Strategies Brainstorm Activity (small groups) Choose a barrierBrainstorm 3+ strategies to overcome the barrier Write down strategies to be shared with large group

32. Share the barrier and the strategies brainstorm Report out to large group

33. Scenarios Team-Based Learning (based) activity

34. Scenario 1: Participation Since the first day of class, you have encouraged your students to ask questions and participate during your lectures. During one of your lectures, you ask a series of questions. A male student continues to respond out loud to your questions interrupting the female students on a continuous basis. Furthermore, when Alma raises her hand and waits for you to call on her – the same male student shouts out the answer. What do you do to remedy the situation? • Ignore the students and continue lecturing • State, “I think Alma brings up a good point. I didn’t get a chance to hear it all. Can Alma repeat it?” • Respond to the student who is saying their answer out loud with, “Thank you for responding. I would like to hear from Alma who has been raising their hand.” Following up with, “It would be helpful for me if we revisit our discussion guidelines or our syllabus mutual responsibility statement. That will help me to respond to all of you in a timely manner during class.” • I have a different idea…

35. Scenario 2: It’s Just Reality As a discussion starter, you showed a short video to a class. During the class discussion, a student suggests that a statement made by a character is offensive to Asian women, another student objects by saying that it’s not offensive, it’s just reality. How do you respond? • Defend the choice of the video and continue to facilitate the discussion • Inquire. “I see that you disagree with XX’s perspective. I’m curious about your reasoning. Can you elaborate on what you mean?” • I have a different idea…

36. Scenario 3: Joke A student responds to a comment during class discussion with a joke that is racist, sexist, and/or homophobic, etc. How do you respond? • You ignore the comment and continue to facilitate the discussion. • Use an “I” statement: “I didn’t find that joke funny. I’d like you to stop.” • I have a different idea…

37. Scenario 4: Group Work You randomly assigned groups at the beginning of the semester, intended to stay together for the semester, to work on a number of group projects. A week after the groups are assigned, after the first group meeting Chris, a white student, emails you requesting to be moved into another group. After asking for clarification on why, Chris responds that they “don’t feel comfortable with the other group members.” After you look into the group make-up (two African-American students, two international students, and one white student), you suspect this may be a case of clashing cultures rather than an issue with group dynamics. How would you respond? • Ignore the issue. • Send out an anonymous survey following class to find out how the groups are doing. • Re-assign all groups for the next project. • Re-assign Chris to a different group. • I’ve got a different idea...

38. Next Steps

39. Contributing to ISU’s Strategic Plan Goal 4. Continue to enhance and cultivate the ISU Experience where faculty, staff, students, and visitors are safe and feel welcomed, supported, included, and valued by the university and each other. ISU’s Strategic Plan website: https://strategicplan.iastate.edu/

40. Measuring the contribution to ISU’s Strategic Plan We encourage ISU participants to share their Action Plan (Strategic Plan 4.4) with their supervisors ACTION 4.4 Supervisors will acknowledge and include employees’ efforts related to diversity, equity, and inclusion in the annual performance evaluation process • Metric A4.4 Senior administrators report on annual progress

41. Individual Action Plan • Opportunities • Barriers and strategies • Your support team • Scaffolding for successful implementation

42. Extend learning Engage in one or all of the following: • CELT’s Teaching Inclusively programs (see next slide) • ISCORE (Iowa State Conference on Race & Ethnicity) • NCORE (National Conference on Race & Ethnicity) and participate in the NCORE-ISCORE Academy or Networkwebsite: https://www.iscore.iastate.edu/ • ISU’s Transforming Gender & Society Conference (Spring) • Green Dot Training (academic year) • Mental Health Response Training (RESPOND)

43. CELT’s Teaching Inclusively programs It is important to note that these programs are a part of our preparing to teach and teaching enrichment programs: • Building an inclusive and learner-centered syllabus • Discover the top 10 tips for creating accessible course content • Exploring ways to create an inclusive learning environment • Inclusive Classroom Workshop • Navigating controversial topics in the classroom

44. The Spark: Real Talk About Inclusion An initiative from the Office of Multicultural Student Affairs (MSA) • As a result of participation in this weekly email series, participants will identify how their multicultural awareness, skills and knowledge had been influenced.   • Learn more from the MSA website http://bit.ly/isumsaspark

45. What else?

46. What we accomplished today • Listened to how Iowa State used a collaborative approach to develop the inclusive classroom workshop and the continual evolution of the workshop/resources • Explore what teaching inclusively is and why it is important • Determined what barriers you are facing and strategize how to overcome them

47. References • Iowa State’s Strategic Plan website: http://strategicplan.iastate.edu/ • Office of Institutional Research. (2018). Iowa State University’s Fact Book. Retrieved from http://www.ir.iastate.edu/factbk.html • Singleton, G.E., & Linton, C. (2006). Courageous Conversations about Race: A Field Guide for Achieving Equity in Schools. pp. 58 - 65. Thousand Oaks, CA: Corwin.

48. Contact Laura Bestler, PhD Program Coordinator Center for Excellence in Learning and Teaching 3024 Morrill Hall 603 Morrill Road Ames, IA 50011-2170 Email: bestler@iastate.edu Phone: 515-294-5357 Website: http://www.celt.iastate.edu/

49. Reminder: Inclusive Classroom resourceshttp://bit.ly/isuicwresources

50. Creative Commons An Inclusive Classroom Framework: Resources, onboarding approach and ongoing programs PowerPoint presentation by Center for Excellence in Learning and Teaching (CELT), Iowa State University, used under BY-NC-SA. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.