Explore inclusive teaching and active learning frameworks in order to develop practices and class policies that support student engagement in this two-part workshop. Student participation is undeniably desirable in any classroom, and yet it remains challenging to define its scope: how can we address the value of participation effectively and through an inclusive lens? In this workshop, participants will explore both the student perspective and the instructor perspective of “participation” and consider the intersections between these practices and those of inclusive teaching. In session 1, we will work on defining and setting expectations for student engagement, and on building strategies within the framework of active learning in order to provide a practical approach to creating significant learning experiences. In session 2, we will look at how instructors can harness the language of growth in the classroom when providing feedback on student engagement to center equity in the learning space. Participants will leave with a cache of inclusive participation strategies and a draft participation policy for a syllabus. By the end of this workshop, participants will be able to:

• Explain how participation policies contribute to inclusive teaching and active learning
• Describe evidence-based practices for increasing student engagement
• Apply inclusive participation strategies in their own teaching contexts
• Craft an inclusive participation policy for a syllabus in their discipline

This workshop is part of CIRTL’s fall programming on evidence-based teaching fundamentals.

Instructors

Laura DiNardo, Columbia University
Tamara Hache, Columbia University
Abby Schroering, Columbia University

Workshop Schedule

This workshop meets in Zoom on Thursdays, September 28 and October 5, at 2-3:15PM AT / 1-2:15PM ET / 12-1:15PM CT / 11AM-12:15PM MT / 10-11:15AM PT.

Audience

This workshop is designed first and foremost for graduate students, faculty, and instructional staff in STEM/SBE disciplines, but generally relevant to anyone looking to learn new approaches to fostering inclusive student participation in the classroom at the college level.

Registration & Enrollment

No cap. Registration opens on Monday, August 14, and closes Thursday, September 28.

Accessibility

If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

• Using alt-text on images in reading materials
• Sending pre-session reminders with upcoming assignments to all students
• Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes

All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.

Associate: Evidence-based teaching

• Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning-through-diversity

• Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning
• Describe several learning-through-diversity (LtD) techniques and strategies
• Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed

Practitioner: Evidence-Based Teaching

• Access the literature and existing knowledge to develop a deeper understanding of existing evidence- based knowledge concerning high- impact, evidence-based teaching practices.
• Implement one or more evidence-based teaching strategies for students in a learning experience.
• Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.

Practitioner: Learning-through-Diversity

• Access the literature and existing knowledge to develop a deeper understanding diversity and its impact on accomplishing learning goals.
• Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.
• Implement one or more LtD strategies in a teaching experience.
• Integrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.