Columbia University Inclusive Excellence for the Learning Environment Entryways and Convergence April 21, 2016 Daniel Hiroyuki Teraguchi

My Journey

Science Professor (First Day of Class) says, “You may drop one of the 5 exams in the class.” Different Interpretations - Different Impact

Overview Complexity of Student Diversity in Learning Spaces Faculty Self-Awareness Inclusive Strategies for Student Success

What is diversity?

Importance of the journey that got students to your learning space Impact of the journey on how learners see themselves

Grades Doesn’t Ask Questions Digging Deeper Interest in Engineering

The Journey

Lenses of Identity Religion(s)Socioeconomic Status AgeAbility National Origin(s)/ Citizenship(s) Education Level(s)Institutional Identity(ies) Gender(s) Race(s)Ethnicity(ies)Sexual OrientationBody Image How the World See Them

How learners see themselves How the World Sees Learners Success and Academic Performance The Impact of the Journey

How the Students See Themselves – The Impact of the Journey Which ones do you think about most? Which ones do you think about the least? Religion(s)Socioeconomic Status AgeAbility National Origin(s)/ Citizenship(s) Education Level(s)Institutional Identity(ies) Gender(s) Race(s)Ethnicity(ies)Sexual OrientationBody Image Role Models Affirmation Perception of Belonging Capacity to succeed Vulnerability

Holistic Learning IntellectualSocial Emotional Physical Wellness Mental Wellness Financial Career Tough Love Student Success

Science Professor (First Day of Class) says, “You may drop one of the 5 exams in the class” Class Demographics: 30 students; 17 women, 13 men; 7 SOC, 23 White, 10 international students, 5 Students of Color (SOC) are Black and Latino men and 2 Black women Professor: International Male Different Interpretations -- Different Impact

Faculty Point of View: Self-Awareness

Awareness

Parent Faculty Your Story Area of Interest

Relational Positionality Which ones do you think about most? Which ones do you think about the least? Which ones do you think about most in your department or division? Which ones give you power and privilege in society? Religion(s)Socioeconomic Status AgeAbility National Origin(s)/ Citizenship(s) Education Level(s)Institutional Identity(ies) Gender(s) Race(s)Ethnicity(ies)Sexual OrientationBody Image

When worlds collide: What happens in the classroom?

Different Interpretations – Different Impact Implicitly reinforces racial stereotypes (stereotype threat) Is irrelevant and has no impact on student learning Is a micro-insult because it assumes that students are not capable of succeeding on all tests Suggests that the professor has to change classroom practices because of diversity and therefore reduces standards of excellence Classroom Situation 1: Science Professor (First Day of Class) says, “You may drop one of the 5 exams in the class.” Class Demographics: 30 students; 17 women, 13 men; 7 SOC, 23 White, 10 international students, 5 SOCs are Black and Latino men and 2 Black women Professor: International Male

What do you do?

Strategy High expectations Instill the capacity to succeed Demonstrate a commitment to students’ success Provide support

Inclusive Excellence 1.Awareness – What everyone brings to learning spaces 2.Inclusive Pedagogies for Different Learners (Entryways) 3.Scaffolding & Organizing Content 4.Learning Goal(s) (Convergence)

Future Steps: Maximizing Learning in a Multicultural Classroom Multiple entryways to engage content Strategic scaffolding and sequencing of learning for different students Convergence on institutional learning goals Normalizing the experience – making out-of-box thinking and writing- in-the-margins an expectation

Inclusive Excellence Fostering Different Journeys to the Same Outcome 1.Awareness – What everyone brings to learning spaces 2.Inclusive Pedagogies for Different learners (Entryways) 3.Scaffolding & Organizing Content 4.Learning Goal (Convergence)

End

Flipping The Script: Educational Assets Relational and contextual learners Recognition of Social Justice Truths (differences in power, inequities, disadvantage, and belonging) Cross/Inter-Cultural Knowledge and Competencies Collaborative Leadership Multiperspective, Critical, Creative, and Integrative Thinkers Intercultural Dialoguer Risk-taking/ Courage in Action Grit

Pedagogy Strategies 1.Inquiry-based Learning 2.Problem-based Learning 3.Service learning 4.Collaborative learning (small/large group discussions) 5.Clickers/Audience Response Devices 6.Simulations 7.Exhibits of Learning 8.Movement (role-playing, skits) 9.Private/Public Voice 10.Lectures 11.Technology and Media—films, blogs, Internet