Curry School of Education Faculty Self-Study on Diversity in Teaching and Learning Patrice Preston Grimes, Curry Dorothe Bach, Teaching Resource Center University of Virginia – Bavaro Hall 116 Thursday, April 14, 2011

K-16 classrooms in the USA are complex and multi- faceted (Good, 2010; Marzano, 2010) The variety of teachers and learners in schools requires current research, knowledge and practice to meet diverse needs (Gay, 2010; Ball & Tyson, 2011) Effective teaching and learning in university classrooms considers race, ethnicity, culture, language and religion in lesson design and implementation (McNergney & Herbert, 2001; University of Oregon, 2010; University of Virginia, 2010) Conceptual Framework

1.What are the needs of the Curry School of Education faculty as related to issues of diversity and cultural competence in their teaching and learning? 2.In what ways do faculty members’ self perceptions change as a result of participation in a professional development program targeted to diversity and cultural competency? Research Questions

Qualitative Case Study Design (Merriam, 1998, Miles and Huberman, 1994). Fall 2007 to Fall 2009 (context) Informal curriculum audits (faculty syllabi) Curry students’ feedback (orientations) Curry graduate students’ diversity survey report January to July 2010 Literature Review Study design/IRB August to December 2010 Participant selection Focus groups (Sept & Dec) Semi-structured teacher interviews Teaching observations Document collection Workshop session w/TRC (Nov) Methodology

Theme 1: Definitions of diversity vary widely among participants Theme 2: Teaching approaches to diversity reflect different pedagogical frameworks Theme 3: Faculty negotiate classroom climate & curriculum content to engage in diversity topics Theme 4: Few avenues exist within Curry for faculty to access support for diversity teaching and learning Overall Findings

Spring 2011 “Diversity in the Classroom” Workshop w. Dr. Kathryn Plank – 78 participants BIS, CAS, Curry, Darden, Engineering, Medical School, Nursing, Public Health Overall workshop rating: 4.31 (range 1-5) 3243 students whom participants will teach in For Opportunities: Expand TRC/Curry collaboration Formalize professional development in diversity T & L Challenges: Communication – Momentum – Sustainability Institutional / School support for structural change Next Steps