transforming teaching: moving faculty from neutral to ... 53 presentation.pdf• describeamodelof...
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TransformingTeaching:MovingFacultyfromNeutraltoEquityinTeaching
TaraKishbaugh LoriLeamanDepartmentofChemistry CollegeofEducationEasternMennoniteUniversity JamesMadisonUniversityHarrisonburg,VA Harrisonburg,VA
NSFDUEAward1611713
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Overviewofthesession• Problem:thedifficultyperceiving&addressingtheinvisibleintheclassroom
Howdofacultylearntoeffectivelyshifttheirteachingidentity,practicesandbeliefstolearner-centered/culturallyresponsiveones?(Hendersonetal;Steinhartetal,2006)
• IntroduceaSociocultural framework forteaching&learning• Describe amodel offacultyPDwithkeysocio-culturalfactorsthatusesiterativecyclesofREAD-TRY- REFLECTto• Increaseawareness ofteaching&learningasladenwithsocio-culturalfactors,
• Bolsterbelief instudentcapacity,• Cultivatehabits ofculturallyresponsivepedagogy
• Providesuggestionsforinstitutionalplanning
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Context
IncreasingdiversityofSTEMundergraduatepopulationatEMU
*
*
(5-year average retention rates, * = sig @95% conf. int.)
URM:NSF’sabbreviationforunder-representedminority
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Movingbeyondthevisible,tacticalpedagogy toaninteractive,dynamic,dialogic(lessvisible)socioculturalpedagogy
TacticalPedagogy• IfIdeploy“activelearningstrategyX”,theyshouldbeabletolearn.Iftheydon’t,theyprobablyaren’tabletohandlethematerial/major.”
• Didactic:Iteach,implementx,theylearn.
Teach Strategy Learning
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LearningOwnership&TacticalPedagogyCertainty:it’sthem,notme
Questioning:notsure?
Certainty:it’sus
Learningistheresponsibilityofthestudent
Not surewhoisresponsibleforlearning
Learningisthejointresponsibilityofprofessorandstudent
…thereisasubsetoftheclassthatdoesn’tunderstandtheexpectationsforcollege…
10%stillhadthewronganswersafter(pedagogicalintervention).I’mnotsurewherethistakesme.
GOAL
NSFStudy1611713Data:2017-18
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SocioculturalFrameworkforTeaching&Learning
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SocioculturalAwarenessTool(Senge,2009,Moule,2012)
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LearningIncompatibilitiesmayariseatthebordersbetweencultures(Aiekenhead &Jegede,1999)
Someclassroomproblemsarise“outsideof”thecontentthatweteachinthesocioculturalspacesof:unspokenrulesofvalues,problemsolving,cognitiveprocessing.
• BorderCrossing:Whensafetyisreduced,self-esteemisatriskanddeepcultureisthreatened.
• Impact:Theborderistoohazardoustocontinuewithdeepculturallearningandidentityformation.
• Long-term Effect:Withdrawal,impostersyndrome,droppingout.
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Visible plusUnexamined(Sociocultural)AspectsofLearning• Awareness:WhoamI?Whoareyou?
• GrowthMindset&DiscardingtheDeficitlens• Social-CulturalAwarenessaboutself &students
• Reflection:Whoarewetogether?• Deepculturaliceberg• Invitation• Communicationpatterns• Power• Risk/Safety
• Responsivenessintheclassroom• Teaching• Assessment• Invitingfeedbackfromourstudents
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DescriptionofaModelofFacultyPDinfusedwithsocioculturalfactors
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Framework:EnculturationasStudent-ScientistsandProfessor-Teachers
ApprenticeshipforStudents
LessVisible:FacultyBeliefs• Cultureofself&others• Capacityversusdeficit• Allculturesasvalid
LessVisible:Learningasacollaborative/sharedprocessbyprof/students
Visible:Culturallyresponsiveinstructionalpracticesthatfacilitateengagementandinteractions,safely.
Diagram: https://johnmill.wordpress.com/2010/04/10/visualisations-of-learning/
ApprenticeshipforFaculty
(Lave&Wenger,Aikenhead) (Chavez&Longerbeam;Hurtado)
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ProfessionalLearningCommunityModelforculturallyresponsiveteaching
Participants:twocohortsofSTEMandwritingfacultywhoteach“gate-keeper”courses(voluntaryparticipation)
DescriptionofIntervention(AugustthruMay):• UnconsciousBiasTraining(pre-intervention,August)• Bookendhalf-dayworkshops (bookends:August/May)• onawareness/beliefsandbestpractices
• FacultycourseinPLCModel(Sept-April)(a)face-face“class”1x/month(b)Read-Try-Reflect
• Onlinereading• Assignmenttoapplytoteaching,and• Onlinewritten/peerreflectionactivity1x/month
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InterculturalAwarenessreflectiveandpragmaticactivitiestorecognizeenculturation ofthemselves/students
SampleTopics• UnconsciousBiasTraining
• PerceptionsofFacultyBehaviorbyStudentsofColor
• Deficitvs.Capacitymindsetofprofessors
• ImposterSyndrome(FirstGen)
Activities• InterculturalDevelopmentInventory(IDI)
• Role-play:Analyzing“culturalmessages”ofprofessorcommunication
• Syllabusreviewforcultural“invitation”
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EvidenceonLearningOwnership&AwarenessofselfandothersIdidmanymoresmall-groupactivities,andthestudentsfarexceededmyexpectationsintermsoftheirability/willingnesstoengagewithvigor.
Differentculturalbackgroundsmaymeanstudentsheavilyprioritizefamily.I’mseeingtheimportanceofrelaxingsomestandards(e.g.,deadlines),whilemaintainingothers(thequalityofwork). Givingtheareasforgrowthisabsolutelycritical,butalsomakesuretheyhavethesupportneededtodothosethings.
NSFStudy1611713Data:2017-18
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Pedagogicaltoolsreflectiveandpragmaticactivitiestoincrementallytestoutintentionalshiftsinpractice
SampleTopics• ActiveLearningStrategies
• BackwardsDesign• Questioningstrategies• RapidStudentfeedback
Activities• Redesignalessonwithactivestudentlearning/participatorylectures• PeerSyllabusReviewre-designforclarity,capacity-language,culturallyresponsivelanguage• Earlysemesterfeedbackmechanisms(seeHandout)
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EvidenceofPedagogyPlusSocioculturalfactorsIncreaseduseofIntentionalPedagogicalTools
myotherassignmentsaremuchmoreambiguousintermsofhowIevaluatethem.Irewrotemygradingpractices…toclarifyexactlyhowIplantoevaluateeach
WhileMaintainingRigorHighexpectationsisimportant…wherethereisa
disconnect,theremustbeassessmenttodiscernmissinglinks– followedbysupport…andnotalwaysbyinstructor.
WithInterculturalAwarenessalwaysdesignedmysyllabiaroundwhatIappreciated
asastudent.NSFStudy1611713Data:2017-18
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DefiningStructuredReflection:iterativecyclesofenculturation&incremental,intentionalshiftsinpractice
• Read (littlesociocultural) Structuredexposuretonewviewsofteaching/strategiesbyexpert
• Try (moresociocultural) Facilitatedlearningexperiencesovertimethatmatchesidentity-developmentallevel
• Reflect (selfandwithothers)-SOCIOCULTURAL!!Safe socialnetworktodotheongoingreflectiveprocessofinterpretationofteaching/learning
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Evidence:shiftingfromneutral• Tryingtoseemyclassesthroughtheeyesofothers.• Anunderstandingofhowculture canimpactteachingand
faculty/studentrelationships.• Questioningmyassumptionsandbeingwillingtochange• Listening - thinkingthroughwhatit'sliketobeinthisclass,in
thissituationincollege,asaminorityand/orfirstgen?Howdoes
whatIdoinclass,whatwedoasadepartment,makeanysense
tothem?Howdoesitmeshwith,&howdoesitinformwhothey
seethemselvesinrelationtoscienceandtheirintended
profession? NSFStudy1611713Data:2018-19
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Implications for Faculty Development & Adaptability
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RequiredFeaturesoftheModelPEDAGOGYPLUSPlusthelessvisiblesocioculturalelementsofteachingandlearningEXTENDEDYear-LongAPPLIEDFacultyneedtocontextualizepedagogicallearningtoatargetedcoursewithfreedomtoreject/adopt/adapt.ITERATIVE/REFLECTIVEReadit-Tryit-ReflectonitSAFEPROFESSIONALNETWORKProvidedbyaProfessionalLearningCommunity
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SuggestionsforInstitutionalPlanning❑ Earlyinstitutionalbuy-in
❑ Small,voluntarypilot:cohortmodelwithinadiscipline
❑ Institutionalsupport forculturallyresponsiveteachingincentivesforpromotionandtenure
❑ Facultyleader/facilitator
❑ ProfessionalLearningCommunity-onlinelearningplatform-socioculturalelementsbeyond“teachingstrategies”
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ReferencesAikenhead,G.,&Jegede,O.(1999).Cross-culturalscienceeducation:Acognitiveexplanationofaculturalphenomena.JournalofResearchinScienceTeaching,36,269-287.
Chavez,A.,&Longerbeam,S.(2016). Teachingacrossculturalstrengths:Aguidetobalancingintegratedandindividuatedculturalframeworksincollegeteaching. Sterling,VA:Stylus.
Hurtado,S.(2011).“Wedosciencehere”:Underrepresentedstudents’interactionswithfacultyindifferentcollegecontexts.JournalofSocialIssues,67(3),553-579.
Henderson,C.,Beach,A.,& N.Finkelstein.(2011)FacilitatingchangeinundergraduateSTEMinstructionalpractices:Ananalyticreviewoftheliterature.J.Res.Sci.Teach.48,952–984
Lave,J.,&Wenger,E.(1990). SituatedLearning:LegitimatePeriperal Participation.Cambridge,UK:CambridgeUniversityPress.
Moule,J.(2012).CulturalCompetence.Belmont,CA:Wadsworth.
Senge,P.(2009).Schoolsthatlearn.NewYork:RandomHouse.
SocioculturalVygotskymapimage:http://cmap.upb.edu.co/rid=1161955317109_1638800174_82659/vygotsky.cmap
Steinart,Y.etal(2006).Asystematicreviewoffacultydevelopmentinitiativesdesignedtoimproveteachingeffectivenessinmedicaleducation:BEMEGuideNo.8.DOI:10.1080/01421590600902976
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Acknowledgements• EMUstudentandfacultyworkshopparticipants• Facultygrantandevaluationcolleagues:• StevenCessna(Chem,EMU)• DanielShowalter(Math,EMU)• LindaGnagey(AcademicSuccessCenter,EMU)• CarolHurney(CenterforTeachingandLearning,ColbyCollege)
• NationalScienceFoundation,DivisionofUndergraduateEducation1611713