Drawing from the literature which continues to show that a discriminatory climate negatively impacts a student’s transition to college, sense of belonging at the institution, and academic success (Cabrera, Nora, Terenzini, Pascarella, & Hagadorn, 1999; Hurtado, Milem, Clayton-Pedersen, & Allen, 1999), this seminar provides tangible elements of course design, planning, and processes considered with an inclusive lens. “Courses which incorporate diversity can broaden the intellectual scope of all students. And… can deepen self-awareness, while simultaneously providing an intellectual and methodological base that can be used in other courses of study” (Jacobs & Simpson, 1990).
“I thought it was great to have participants from so many programs/departments, and the encouragement for everyone to speak and be heard.”
“…depth of the content, acquired some new ideas, and had the space to take these topics even deeper without feeling like it was unwelcome analysis.”
“…meaningful, thought provoking, and pertinent…”
“thoughtfully prepared and beneficial”
“I got to hear a lot of perspectives that were different than mine and things I hadn’t considered before, which I find very valuable.“
“This is awesome.”
“… modeling how to set expectations and tone. This went a long way to making me feel comfortable speaking candidly during our discussions.”
“These sessions were fantastic!”
”…really helpful ideas… moving from an awareness of these concepts to how to tangibly implement them effectively in the classroom.”
Cabrera, A. F., Nora, A., Terenzini, P. T., Pascarella, E. T., & Hagedorn, L. S. (1999). Campus racial climate and the adjustment of students to college: A comparison between White students and African-American students. Journal of Higher Education, 70(2), 134-160.
Cohn, E., & Gareis, J. (2007). Faculty members as architects: Structuring diversity–accessible courses. In J. Branche, J. Mullennix, & E. Cohn (Eds.), Diversity across the curriculum (18–23). Bolton, MA: Anker.
Hurtado, S., Milem, J., Clayton-Pedersen, A. & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ASHE-ERIC Higher Education Report. 26(8). Washington, DC: The George Washington University.
Locks, A. M., Hurtado, S., Bowman, N. A., & Oseguera, L. (2008). Extending notions of campus climate and diversity to students’ transition to college. Review of Higher Education: Journal of the Association for the Study of Higher Education, 31(3), 257–285. https://doi.org/10.1353/rhe.2008.0011
Quaye, S.J., & Harper, S.R. (2007). Faculty accountability for culturally inclusive pedagogy and curricula. Liberal Education, 93(3), 32-39.