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Welcome

Welcome. This Webinar is a collaboration between the Association of American Colleges and Universities and the POD Network. Speakers. Moderator. Matthew Kaplan Executive Director, Center for Research on Learning and Teaching University of Michigan mlkaplan@umich.edu.

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Welcome

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  1. Welcome This Webinar is a collaboration between the Association of American Colleges and Universities and the POD Network.

  2. Speakers Moderator Matthew KaplanExecutive Director, Center for Research on Learning and TeachingUniversity of Michiganmlkaplan@umich.edu Tia Brown McNairVice President Office for Diversity, Equity, and Student SuccessAAC&U mcnair@aacu.org Kathy TakayamaSenior Science Education FellowHoward Hughes Medical Institutetakayamak@hhmi.org Alison Cook-SatherMary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Collegesacooksat@brynmawr.edu

  3. Use Q&A for: Panel discussion Use Chat for: Technology support #aacudiversity Slides and recording will be posted online: www.aacu.org/webinar/advancing-diversity

  4. 2019 AAC&U Annual Meeting • AAC&U’s 2019 Annual Meeting will be held in Atlanta, Georgia, from January 23-26, 2019. Early Registration Ends November 16. • The 11th Annual POD Network Organizational Development Institute will be held on Wednesday, January 23 from 9:00 a.m.-5:00 p.m. • Learn more about the meeting online: https://www.aacu.org/AM19.

  5. 2019 Diversity, Equity and Student Success Conference • AAC&U’s 2019 Diversity, Equity, and Student Success conference, “Engaged Inclusivity: Perceptions, Realities, and Aspirations,” will be held in Pittsburgh, Pennsylvania, from March 28 – 29, 2019 • Conference registration discounts are available for individuals and teams from AAC&U member institutions

  6. A free copy of this publication can be downloaded, using this link: https://www.aacu.org/publications

  7. 2019 Truth, Racial Healing, and Transformation Campus Centers Institute • The TRHT Campus Centers Institute will be held June 25-29, 2019 at Villanova University, in Villanova, Pennsylvania • Throughout the Institute, teams will participate in racial healing circles, design workshops, and collaborate with experienced TRHT Campus Center mentors to develop transformative action plans

  8. TRHT Institute Applications • Applications for teams to participate in the TRHT Institute can be submitted online • Additional information, and the link to apply, is available on the 2019 TRHT Institute website

  9. Introduction • Advancing diversity and inclusion: considerations and strategies from 3 case studies • Catalysts • Change agents at multiple levels (macro, meso, micro) • Implicit theories of change  explicit theories of change • Challenges, opportunities and partnerships • Sustainability

  10. Premises • The milieu(x) within which we engage in this work: • Institutions as complex systems • Various stakeholders and needs • Where you are positioned affects what you see and do • Enacting values (whose values?) • Institutional legacies and sagas • Defining and measuring impact and outcomes

  11. Goals for this Webinar • To learn about… • different ways to advance diversity and inclusion aligned with institutional contexts. • strategic approaches at different levels (macro, meso, micro) toward sustainable, institutional change. • a strategic framework for pursuing this work.

  12. Agenda • Three case studies – listen for what insights you might gain; what questions these cases raise for you. • Framework and strategies • Questions and discussion

  13. Case 1: University of Michigan—Catalysts • Student twitter campaign: #BBUM • Presidential leadership • Campus-wide diversity, equity, and inclusion (DEI) strategic planning process

  14. Case 1: University of Michigan—Approach • Macro: Work with Provost committee • Meso: Collaboration with school/colleges, including faculty liaisons for inclusive teaching • Micro: Expansion of offerings for individual instructors

  15. Case 1: University of Michigan—Outcomes • Macro • Model for inclusive teaching skills and opportunities for professional development • Ongoing collaboration with chief diversity officer

  16. Achieving Excellence Through Inclusive Teaching: A Proposed Model for Professional Development at U-M

  17. Case 1: University of Michigan—Outcomes • Meso • Collaboration with and professional development for school/college faculty liaisons for inclusive teaching • Faculty communities for inclusive teaching grant • Customized workshops/retreats for schools/colleges • Expanded CRLT Players performances

  18. Case 1: University of Michigan—Outcomes • Micro • Inclusive Teaching @Michigan May workshop series • Expanded workshops at orientations, fall/winter seminar series • Expanded web-based resources and inclusive teaching “hotline”

  19. Case 1: University of Michigan—Sustainability • Increased staffing • Creating models and templates • Incorporating inclusive teaching into core programs • Ongoing issues: handling emotional toll, lack of faculty time, ongoing crises, demand exceeding capacity

  20. Case 2: Bryn Mawr and Haverford Colleges—Catalysts • Faculty interest and request • Focus groups of underrepresented students • Commitment to making faculty members’ classrooms more inclusive and responsive the focus of a grant-supported pilot project

  21. Case 2: Bryn Mawr and Haverford Colleges—Approach • One-on-one, semester-long student-faculty pedagogical partnerships (weekly meetings; classroom observations) • Weekly meetings of student partners and program director • Gathering of insights and recommendations to share

  22. Case 2: Bryn Mawr and Haverford Colleges—Outcomes • Both faculty and student partners… • Gain perspective and deepen awareness • Develop greater comfort and confidence • Clarify commitment to inclusivity • Develop approaches that foster greater inclusivity

  23. Case 2: Bryn Mawr and Haverford Colleges—Sustainability • Moving to the meso level: selected seminars + one-on-one, semester-long pedagogical partnerships • Moving to the macro level: seminar and partnerships offered as an option to all incoming faculty • Linking to other institutional diversity and inclusion initiatives

  24. Case 2: Bryn Mawr and Haverford Colleges—Challenges • Heightened distrust between and among students and faculty because of dynamics in the wider world • Faculty engagement • Time and energy • Funding (resources)

  25. Case 3: Columbia University—Catalysts • Institutional mandate: increase diversity across faculty ranks, retain and promote underrepresented faculty, and create a more inclusive learning climate • Appointment of new vice provost for faculty diversity and inclusion • Establishment of a new Center for Teaching and Learning to serve the entire university (16 Schools)

  26. Case 3: Columbia University—Approach Where you are positioned affects what you see (i.e. perceive) and do. From the stance of a CTL: 1. Listening, listening, listening • at macro, meso, micro levels • what issues most frequently emerge? • where are the connections/intersections between different units or programs?

  27. Case 3: Columbia University - Approach 2. Look for patterns and intersections and 3. Build partnerships based on mutual interests and needs, or at the intersections of seemingly separate interests

  28. Case 3: Columbia University - Approach Systems thinking: Find the intersections and links between the CTL and potential partners at macro, meso, and/or micro levels Faculty trajectories Vice Provost for Faculty Diversity & Inclusion Office of the Executive Vice President for Research CTL Faculty Colleges

  29. Case 3: Columbia University—Approach Faculty trajectories Vice Provost for Faculty Diversity & Inclusion Office of the Executive Vice President for Research meso NSF CAREER grant workshops: a strategic way to integrate research + teaching through inclusive curricular development and mentorship CTL Colleges Faculty

  30. Case 3: Columbia University—Approach Faculty trajectories Vice Provost for Faculty Diversity & Inclusion Office of the Executive Vice President for Research meso Career development program for pre-tenure faculty diversity grant awardees CTL Colleges Faculty

  31. Case 3: Columbia University—Approach Faculty trajectories Vice Provost for Faculty Diversity & Inclusion Office of the Executive Vice President for Research CTL macro University-Wide Faculty Mentoring Program Colleges Faculty

  32. Case 3: Columbia University—Outcomes Integration of diversity and inclusivity goals into Faculty trajectories: • Career development program for pre-tenure faculty diversity grant awardees • Provost Leadership Fellows program (senior faculty) • Diversity and inclusivity embedded in NSF grant preparation workshops Evaluation and metrics-informed institutional practices: • University-wide faculty mentoring program informed by quantitative and qualitative analysis of best practice departmental models (cross-college representation on university committee)

  33. Case 3: Columbia University—Sustainability & Challenges • Design initiatives by embedding them into institutional practices and faculty trajectories – change from within • Continued cultivation of partnerships and ongoing needs assessment

  34. Howard Hughes Medical Institute (HHMI)

  35. HHMI Inclusive Excellence: 57 Institutions Transforming institutional cultures and structures • Curricular pathways and curricular development • Faculty development and identity • Faculty rewards and recognition • Student identity, experience and engagement • Cycles of reflection, assessment, and evaluation

  36. Framework for considering change processes toward advancing diversity and inclusion - based on A. Kezar, S. Gehrke and S. Elrod (2015) The Review of Higher Education, vol. 38, no.4, 479-506.

  37. Critical Considerations • What can you know and what questions are you asking? • What biases, assumptions, and blind spots are uncovered as you develop your strategies and approaches? • Step back regularly to consider the whole system • Organizational change management – what is your plan for distributed leadership, communication, and ownership at multiple levels? • This is an iterative process

  38. Questions?

  39. Use Q&A for: Panel discussion Use Chat for: Technology support #aacudiversity Slides and recording will be posted online: www.aacu.org/webinar/advancing-diversity

  40. Speakers Moderator Matthew KaplanExecutive Director, Center for Research on Learning and TeachingUniversity of Michiganmlkaplan@umich.edu Tia Brown McNairVice President Office for Diversity, Equity, and Student SuccessAAC&U mcnair@aacu.org Kathy TakayamaSenior Science Education FellowHoward Hughes Medical Institutetakayamak@hhmi.org Alison Cook-SatherMary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Collegesacooksat@brynmawr.edu

  41. Forthcoming AAC&U Webinars Tuesday, November 13, 2018, 2:00-3:00 p.m. EST Free Speech at Colleges and Universities: Perspectives and Recommendations Wednesday, November 28, 2018, 1:00-2:00 p.m. EST The Landscape of Learning: What We Know from the Inaugural Year of the Value Institute

  42. Thank You!

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