New Faculty Orientation Diversity and Inclusion in the Classroom Grand Valley State University A PLACE WHERE ALL VOICES ARE HEARD Marlene Kowalski-Braun, MS Director, Women’s Center Regina McClinton, Ph.D. Director, Intercultural Competence and Experience Certificate Associate Professor, Cell & Molecular Biology DeeAnn Sherwood Bosworth, MPA, MSW Director, Intercultural Training Sulari White, MBA Associate Senior Director, Advising Resources and Special Programs

Goals for this session… Help you understand the impact of intercultural competence on teaching, learning at GVSU. Engage with each of you to explore how diversity is reflected in the lenses by which you (a) view the world and (b) teach. Discuss strategies for creating classroom environments that are sensitive to and embrace diversity. Provide resources and information on the university’s inclusion and equity initiatives Begin a dialogue on diversity and inclusion that can continue throughout the year.

New Faculty Diversity and Inclusion Guide Section One: Institutional Commitment Section Two: Creating Inclusive Classrooms Section Three: Better Understanding Ourselves and Our Students

GVSU’s Commitment to Inclusion and Equity Division of Inclusion and Equity Inclusiveness and Community as Values Diversity Directory Bias Incidents Protocol

Inclusion and Equity Intercultural Competence Global Mindset Terminology

Rationale for an Intercultural Campus  President Thomas Haas… “A liberal education has always been at the heart of GVSU’s mission. A diverse environment is essential in promoting the values of this liberal education for the shaping of intellect, creativity, and intercultural competence. At GVSU diversity is a learning resource that must be nurtured as an intellectual asset.”  Liberal Education and America’s Promise (LEAP) goals  7 Principles of Excellence  American Association of Colleges and Universities (AAC&U) states that we have a responsibility for educating students for personal and social responsibility, locally, nationally, and globally

The Iceberg Model of Culture Visible, observable Basic assumptions (values, beliefs, and norms)

Dimensions of Cultural Diversity SOURCE: diversity/tools_resources/dimensions- diversity.pdf

Defining Intercultural Competence  Knowledge, skills, attributes, behaviors that enable a person to interact effectively in a cross-cultural context (Bennett,1986;Cleveland et al.,1960; Cui & Van Den Berg, 1991; Grant, 2008; Hannigan,1990; Ruben & Kealey; 1979).  Translate knowledge to practice  Intentionality is key  Attributes  Emotional Resilience  Flexibility/Openness  Personal Autonomy  Perceptual Acuity with humility

Intercultural Learning Opportunities FTLC Sessions HR Excellence Series Inclusion Advocate Program Institutes for Healing Racism Intercultural Training

Cultural Symbols and Schemas

12 What is a Schema? Non-conscious hypotheses we all possess about what it means to be of a certain group. Schema are activated when decisions must be made in haste, or with limited information, or in a situation with which the individual has little experience. Valian, V. (1998). Why So Slow? The Advancement of Women. MIT Press.

Unintentional Intolerance What is it? Mindlessness + Repetition = Unintentional Intolerance -source: Steve Robbins, Ph.D.

Creating Inclusive Classrooms Inclusive classrooms allow students to feel safe and welcome in the classroom and around campus. Faculty members hold some responsibility in managing dynamics of the classroom. Addressing assumptions and triggers is essential. Include a variety of methods that allow multi-modal learning. Ensure that all video material is captioned (Call DSS for assistance).

Creating Inclusive Classrooms Informal Methods Go to class 5-10 minutes early. Engage students in conversation before class. Attempt to learn students’ names. Attend one student sponsored event per semester. Display symbols of inclusion (e.g., ribbons, door signs). Share personal stories and experiences as appropriate.

Creating Inclusive Classrooms Formal Methods Use reading materials from a variety of perspectives (i.e. authors of different genders, abilities, races, sexual orientations, etc.). Never ask a student to speak for other members of their group. Do not assume individual students have had specific experiences or characteristics based on group membership. Use blind grading and tell students you are doing so. Attend to social relations within the classroom (i.e. triggers) Utilize reflection and experience as tools for student-centered learning. Value awareness, personal growth and change as outcomes of the learning process.

Creating Inclusive Classrooms Formal Methods (cont.) Connect classroom learning with co-curricular events on campus. Consider using class time or offering extra credit to those relevant to the subject matter. Invite guest speakers from varying cultural backgrounds or perspectives to your class. Utilize a variety of media sources to bring examples “difference” into the classroom (i.e. film, video clips, websites, etc.). Bring up diversity & inclusion topics, sometimes remaining silent on an issue is interpreted by students, that it’s not okay to discuss. Connect with the “Centers” on Campus for resources and information.

Triggers Triggers are words, phrases, actions or omissions that stimulate an emotional response because they tap into anger, fear or pain about oppression issues. Triggers often convey, consciously or unconsciously, a stereotypical perception or an acceptance of the status quo. * Adams, M., Bell, L.E., & Griffin, P. (1997). Teaching for Diversity and Social Justice.

Examples of Triggers “I don’t see color. Students are students to me.” “I think men are just more adapted to high powered leadership roles than women.” “I feel so sorry for people with disabilities. It is such a tragedy.” “Homelessness and poverty are a result of people not trying to better themselves.” “I think people of color are blowing things way out of proportion.” “If women wear tight clothes, they have to wonder what they are asking for.”

Exploring Triggers: Student Panel What is the impact of a trigger statement being made by the faculty member vs. the student? What is the role of the faculty member if a trigger statement is made? To the student? To the class? What is the role of the faculty member if the trigger is made by another student? What wisdom have you gained from what students shared?

Panel Presentation Bilquis A Alsoofy Gabe Davis Meghan McGladdery Rob Nienhuis Molly Perez Laura Urzola-Rivas Susanna Villagomez Raymond Yeow Don Waddell Patrick Wilson

THANK YOU Questions Evaluation