Tag: inclusion

New Research on Student Names

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It is week five. There is a robust class discussion, the kind you have been trying to create the space for all semester. A student makes a great point to move the conversation forward and you respond with “Great point! This is the perfect segway to what we are going to cover next…I don’t remember your name, but great job.” Not your best moment.

We have all been there. Remembering student names has always been hard for me, just like it is for so many of us. It is also important to remember names and preferred pronouns to cultivate an inclusive and welcoming classroom which is why this topic has become a somewhat regular tradition for Tuesday Teaching Tips. 

This year I want to emphasize this enduring theme through the work of Michelle Miller whose book A Teacher’s Guide to Learning Student Names will be available in November (you can pre-order now). Miller’s text is more than a how-to guide, it is rich with research from her background in psycholinguistics. One of the takeaways highlighted in this Chronicle of Higher Education interview (available with a free account) is that learning names is hard, because it is different from other words. We have to tap into the power of association in an intentional way to actually remember. 

Miller promotes a four step process of attend, say, associate, and retrieve. This is explained in more detail in the interview and explicated much more in her book. It is worth a read as we all have room to improve in this area. 

Finally a reminder, this Friday at 12PM is the kick-off of our Zoom webinar series on Free Speech and Inclusion. We are starting with Free Speech Basics, which should be accessible to everyone. Faculty and staff are welcome to attend any part of the series, we look forward to seeing you soon.

Zach Justus
Director of Faculty Development
Professor of Communication Arts and Sciences
Google Voice/Text: 530-487-4150

All past Tuesday Tips are curated on the FDEV website.

The Legacy of the Research in Equity, Antiracism, Diversity, and Inclusion (READI) Hub

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FDEV Faculty Fellow Dr. Jamie Gunderson sat down with Dr. Alisa Wade and former director Dr. Chiara Ferrari to discuss the history and impact of READI at Chico State in our most recent episode of the Rise, Teach, Learn podcast. Listening to it compelled me to reflect on the impact this hub has had and will continue to have on Chico State. READI was the vision of my dear friend and predecessor Chiara Ferrari who worked with a group of diverse faculty fellows to make the values of the institution a reality within Faculty Development. The funding for the hub ends this Spring, but I want to highlight a few enduring products of the READI hub that will impact our campus for years. 

First, Faculty Development offers 60+ unique Teaching Guides covering a wide range of topics from Black Lives Matter in the Classroom to Gamification. The fellows utilized a universal design for learning framework with an equity emphasis to produce what is now a library of resources. This collection is permanent and we will continue to maintain it moving forward. 

Second, later this semester we will launch a Canvas-based Teaching Certificate program designed to help faculty elevate their teaching practices and provide RTP-friendly verification of completion. 

Third, the READI hub supported an incredible range of faculty programs. This semester we were thrilled to pilot the BIPoC faculty writing group, co-produce programming related to the Book In Common,  and continue supporting the Equity, Diversity, and Inclusion in Teaching workshops. 

I hope you will join me in an enthusiastic thank-you to Chiara, the FDEV staff, and the many READI partners who made this work happen. In doing so we can be thankful for what we have while working to expand the lessons we have learned through partnership and creativity.

Zach Justus
Director of Faculty Development
Professor of Communication Arts and Sciences
Google Voice/Text: 530-487-4150

Welcome Back!

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The start of the semester often brings excitement and uncertainty for us and our students. This semester that uncertainty was compounded by the strike. Given the rapid adjustments to teaching and learning schedules I am writing to urge you to give yourselves, each other, and your students some extra grace and space to start the semester. 

  • Your normal add/drop policy may require some adjustment if students saw the news of the strike and stayed out of town or picked up extra work shifts. 
  • You may not have your Canvas site as built-out as you normally would because your mind has been elsewhere, it’s okay.
  • Staff support spent their days yesterday fielding questions from confused students and without all the answers. Let’s be extra kind at this time. 

When you do catch your breath, take a moment to consider the robust slate of professional development opportunities we are offering this Spring. All applications are due at 11:59pm on 1/30.

BIPOC Faculty Writing Community (FWC) 
Who: Tenure/Tenure-Track and Lecturers who identify as BIPoC
Format: In Person
Compensation: $500
Contact: Stef Baldivia and Gloria Lopez
Full Description
Application

The purpose of the Black, Indigenous, People of Color Faculty Writing Community (BIPoC-FWC) is to cultivate community and support for a diverse group of faculty to successfully navigate the retention, tenure, and promotion process, by developing scholarly and creative work, while strengthening a network of colleagues at the Chico State campus. The BIPoC-FWC is designed to create a space for BIPoC faculty to share their research ideas and publication goals, while supporting and motivating each other. All self-identified Black, Indigenous, or faculty of Color, are encouraged to apply. Members will regularly meet in a set location for a total of ten 90-minute sessions and two community building events. During writing sessions, every writer works on their own project, with mutual support offered through fellowship both prior to and following the writing sessions. Faculty will be working in a large cohort led by two peer-mentors, Gloria Lopez and Stef Baldivia. There will be a mandatory kick-off meeting in early spring based on participants availability.

Chico Affordable Learning Solutions (CAL$)
Who: Tenure/Tenure-Track and Lecturers
Format: Online and Asynchronous
Compensation: $500
Contact: Beth Shook
Full Description
Application

Want to decrease course costs for students? And at the same time provide students high quality and accessible course materials? Participate in an asynchronous Canvas training designed to help faculty identify and evaluate Open Educational Resources (OER) and other free or affordable course materials for your courses. Faculty who complete the online training, including developing a cost-savings plan to be implemented in a Fall 2024 or Spring 2025 course, will earn $500 in taxable income. 

Canvas modules will cover the following topics: OER and why they are important, finding and evaluating OER, Library resources, understanding copyright and Creative Commons licenses, ensuring accessibility, curating and adapting materials for your course, teaching with open resources, and the Zero Cost Course Materials (ZCCM) designation.

Equity, Diversity, and Inclusion in Teaching (EDIT) 
Who: Tenure/Tenure-Track and Lecturers
Format: Primarily Zoom, with one in person session
Compensation: $500 for attending at least four workshops
Contact: Alisa Wade and Allison McConnell
Full Description
Application

The Equity, Diversity, and Inclusion Teaching (EDIT) Series includes six workshops, and is designed to offer faculty an introduction to basic concepts of equity, diversity, inclusion, and how they can be implemented in the classroom in order to create more equitable and accessible learning environments. Each workshop explores–and models–a different facet of student-centered and inclusive teaching through tools, resources, and strategies: positionality in the classroom, antiracist pedagogy, backward design, accessibility of course materials, culturally responsive teaching and the hidden curriculum, and practices of classroom community building. Workshops are each paired with a teaching guide (and other materials) and offer the opportunity for faculty to complete deliverables that they will be able to incorporate into their course(s) moving forward.

Leadership Development 
Who: Tenure/Tenure-Track and Lecturers currently in/considering leadership roles on campus
Format: In Person
Compensation: $500
Contact: Holly Nevarez
Full Description
Application

The leadership FLC will introduce leadership styles and strategies. This FLC is designed for people who lead from wherever you are. Perhaps you are not a formal leader on campus, but find yourself leading other staff or students; perhaps you would like to be a formal leader someday and want to start to develop skills; or perhaps you are going to be a department Chair next year and want to start preparing. In any of those scenarios, this FLC is for you. We will talk about staffing, shared governance, facilitating meetings, managing difficult people, work to develop a leadership philosophy and more.

Publish and Flourish 
Who: Tenure/Tenure-Track and Lecturers
Format: One online FLC and one in person FLC
Compensation: $500
Contact: Chris Fosen
Full Description
Application

The Office of Faculty Development is bringing back faculty writing groups FLCs for the spring 2024 semester. After a survey was sent out in Dec 2023 to “Publish and Flourish” and “Write an Article in Twelve Weeks” participants about meeting preferences, we recognized the need for two distinct meeting patterns and goals for FLC participants. Faculty can select either option below:

  • Meeting one hour a week on Zoom for dedicated writing time with minimal interruption, for the purposes of getting words down on paper and providing mutual accountability.
  • Meeting two hours every other week in MLIB 455 (flex possible) for time to reflect on their writing process, plan out benchmarks for completion, and share drafts in small groups of 2-4. These groups provide accountability and increased understanding of how writing time can mesh with other professional duties.

Participating faculty will receive $500 in taxable income for completing some significant portion of their writing goals, and attending all meetings (through week 13 or 14).

Quality Learning and Teaching (QLT) 
Who: Tenure/Tenure-Track and Lecturers
Format: Online and Asynchronous
Compensation: $750
Contact: Allison McConnell
Full Description
Application

The Quality Learning and Teaching (QLT) Program is an asynchronous, self-paced Canvas course structured around the QLT evaluation rubric. This QLT course is designed to meet core standards in the QLT instrument through the completion of eight modules with associated deliverables that guide you to fully redesign a course (or design a new course). Topics and deliverables focus on backwards design, student engagement, authentic assessment, inclusion and accessibility, and more. This QLT course requires a final course review. While focusing on online learning, QLT provides a framework that is applicable to all modes of instruction.

Zach Justus
Director of Faculty Development
Professor of Communication Arts and Sciences
Google Voice/Text: 530-487-4150

All past Tuesday Tips are curated on the FDEV website.

Universal Design for Learning: You Are on Your Way Already!

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The main portion of this tip is brought to you by Dr. Jamie Gunderson from the School of Education and a READI Equity Fellow through Faculty Development.

Here’s an interesting insight – chances are you’re already incorporating Universal Design for Learning (UDL) into your teaching methods, even if you’re not consciously aware of it. What is UDL? UDL is an educational framework that aims to create inclusive and flexible learning environments by providing learners with options to engage, represent, and express learning. How am I already implementing UDL? Well, consider if you incorporate peer discussions or collaborative group activities in your lessons. These practices promote collaboration and a sense of community, in line with UDL Checkpoint 8.3. Are you using tools like Canvas or other technologies to share information, interact with your learners, or enhance their engagement? This is a form of using multimedia for communication, as outlined in UDL Checkpoint 5.1. The UDL framework encourages us to reflect on how our existing teaching methods align with UDL’s principles, guidelines, and checkpoints to support all learners.

Another aspect of UDL that I find particularly appealing is its commitment to evidence-based continuous improvement. Did you know that the UDL principles, guidelines, and checkpoints are regularly reviewed, revised, and updated based on ongoing research and feedback from practitioners? Currently, there is a strong emphasis on enhancing equity, diversity, and inclusion, which you can explore further by looking into the UDL Rising to Equity initiative. As soon as the updated framework becomes available, I’ll make sure to share it with our campus community. In the meantime, I encourage you to kickstart or continue your journey towards UDL and equity, diversity, and inclusion by exploring the abundant resources on the Instruction page of the READI Hub, a repository sponsored by the Office of Faculty Development. You’re likely to discover numerous strategies and ideas that will benefit your teaching practices and some that you may already be implementing – kudos! 

For more tips, and resources, or to geek out on all things UDL, please contact Jamie Linn Gunderson at jlgunderson@csuchico.edu.

Additionally, we in FDEV want to highlight another great resource from the NCFDD library. We spend a lot of time as tenure-track faculty working towards tenure and promotion, but not enough time thinking about what happens when you get there. Last Spring NCFDD hosted two panel discussions on what happens after earning tenure and one on promotion to full professor. You have to sign up for NCFDD (which you have free access to for this year), but once you do you will have access to an incredible catalog of useful resources for your classroom and professional development. 

Last thing, remember we have a host of opportunities for faculty this Winter and into Spring. Check them out and find something that will help you.

Zach Justus
Interim Director of Faculty Development
Professor of Communication Arts and Sciences
Google Voice/Text: 530-487-4150

Applications for the Initial Slate of FLCs are Due Today

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We are trying not to clutter your inbox so we are using this week’s tip to simply remind you that applications for the initial slate of Faculty Learning Communities are due today. There is something here for everyone. 

We are excited to bring you the initial slate of Fall 2023 offerings from FDEV and partners. All applications are live now and are due on Tuesday 9/12 at 11:59pm. Applications will be evaluated by members of the FDEV board or sponsoring units.

This group of programs includes Faculty Development programs and offerings from Undergraduate Education and International Education. We collaborated to try and maximize visibility and accessibility, but we want to be sure those programs receive the credit they deserve. Any questions about the programming broadly should be directed to Interim Director Zach Justus.

Collaborative Online International Education (COIL)
Who: Tenure/Tenure-Track and Lecturers
Format: Synchronous and Online
Compensation: $500
Length: Fall Semester
Contact: Dr. Nan Li
Full Description
Application 

International Education and Global Engagement (IEGE) is offering an opportunity to participate in a Faculty Learning Community (FLC) this fall to assist professors with the implementation of Collaborative Online International Education (COIL) as a course component on our campus. COIL engages your classes with students across the world in discussion, group projects, and/or problem solving, and professors have the opportunity to collaborate in teaching with colleagues across the world.  

Equity, Diversity, and Inclusion in Teaching (EDIT)
Who: Tenure/Tenure-Track and Lecturers
Format: In Person
Compensation: $500
Length: Fall Semester
Contact: Dr. Alisa Wade, Allison McConnell, and Zach Justus
Full Description
Application

The Office of Faculty Development (FDEV) in collaboration with the READI Hub will be offering an Equity, Diversity, Inclusion (EDI) Teaching Series in Fall 2023. The series is led by Dr. Alisa Wade (History) in collaboration with Allison McConnell (TLP). The series includes six workshops, and is designed to offer faculty an introduction to basic concepts of equity, diversity, inclusion, and how they can be implemented in the classroom, to create more equitable and accessible learning environments. 

Quality Learning and Teaching (QLT)
Who: Tenure/Tenure-Track and Lecturers
Format: Asynchronous and Online
Compensation: $750
Length: Fall Semester
Contact: Zach Justus
Full Description
Application

The Office of Faculty Development is partnering with the Technology & Learning Program (TLP) to offer the Quality Learning and Teaching program, which is designed around the QLT evaluation rubric. The course is offered as an asynchronous, self-paced course in Canvas.

STEM Universal Design for Learning (UDL) 
Who: STEM Faculty only (NS and ECC) Tenure/Tenure-Track and Lecturers
Format: Hybrid–all meetings online and in person
Compensation: $1880
Length: Full Academic Year
Contact: Dr. Jamie Linn Gunderson and Zach Justus
Full Description
Application

The Office of Faculty Development is excited to offer an NSF-funded Faculty Learning Community (FLC) focused on the implementation of teaching strategies that support student learning in STEM. 

Supporting Undergraduate Research via Assignment Design
Who: Tenure/Tenure-Track and Lecturers; preference for faculty teaching 100-200 level courses.
Format: in person
Compensation: $250
Length: Three workshop sessions; 2 hours each
Dates: Mondays, Oct 2, 9, & 16 from 9:00-11:00am
Contact: Dr. Kim Jaxon
Application

The Office of Undergraduate Education and Academic Success is offering support for Undergraduate Research. Dr. Kim Jaxon, Coordinator of Undergraduate Research, is leading the workshop series focused on assignment design. These workshop sessions offer an opportunity to design assignments that weave primary research practices into existing courses to support expanded undergraduate research experiences. We know that inviting students to engage in authentic research with faculty is an effective high-impact practice. We also know that mentoring and supporting undergraduate research is time-consuming, often taking place outside the teaching of our courses. We will work with model assignments, design assignments, and support each other as we try out ways to enrich our curriculum with undergraduate research. 

Be on the lookout for additional programs later in the Fall. 

Coming in the Spring
Chico Affordable Learning Solutions (CAL$) with Beth Shook
Teaching Climate Change Resilience (TCCR) with Mark Stemen 

Zach Justus
Interim Director of Faculty Development
Professor of Communication Arts and Sciences

Faculty Development and Antiracism

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Dear faculty, 

I heard about some racist zoom bombing episodes and other racist incidents that have happened recently to Chico State faculty. 

I have been tempted, in writing this email, to use the phrase “ needless to say” to introduce a number of paragraphs. “Needless to say” we condemn these attacks, “needless to say” in Faculty Development we promote inclusion and diversity, “needless to say” our university does not tolerate these actions. 

But then it occurred to me that it DOES need to be said, clearly, that Faculty Development is a place where we actively promote antiracism.  

  • It is not enough for Faculty Development to be inclusive: FDEV must ensure that all faculty have a chance to belong. 
  • It is not enough for Faculty Development to promote diversity of opinions and perspectives: FDEV must provide a safe space for all voices to be heard. 
  • It is not enough for Faculty Development to condemn these acts: FDEV must dismantle systemic racism, including the one happening in academia at large.  

This is the main reason why I so strongly believed in creating the READI hub and centering EDI work in what we offer.  

In case you want to access programs that promote these values, I recommend visiting the READI workshops page. We offer series that in various ways and from different perspectives share resources on how to approach these conversations in your classes, but also among your colleagues.  

When we first began planning to launch READI, I had not fully envisioned how we could approach EDI work in Faculty Development. Working with equity fellows like Samara Anarbaeva, Lesa Johnson, and Pablo Ochoa Bailey helped me immensely in framing the kind of values the Office of Faculty Development should commit to when embarking in this work. And one thing was clear: there cannot be equity diversity and inclusion unless there is also a commitment to actively pursuing an antiracist agenda. 

The A in READI stands for antiracism, and in light of these events, I want to renew my and FDEV’s commitment to offering a space where we not only condemn racism, but we actively fight against it. 

Chiara Ferrari, Ph.D.
Faculty Development Director

Allyship is Not a Noun – Are You Ready to Take Action?

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Sent on behalf of Katie Oesau, lecturer in the Marketing Department and READI equity fellow.

Dear Faculty, 

This Tuesday, I’d like to invite you to act. As we work towards a more inclusive and equitable campus, most of us understand these terms and how they show up in our spaces on campus. But ask yourself, when was the last time you acted? Awareness alone cannot dismantle systems of oppression. 

The term “Ally” is something familiar to us all. But how do you consider this term in your work? Is it a Noun (something you are) or an Action (something you do)?

Dr. Makini King (she/her/hers), Director of Diversity and Inclusion Initiatives at the University of Missouri – Kansas City, believes that Ally is Not a Noun. In her work, she states “Allyship is one of the first action-oriented tools one learns in social justice and bias trainings. Awareness of injustices; racism, sexism, homophobia, classism, and ableism (to name a few) is of course, the first step toward advocacy, but awareness alone is not enough to dismantle systems of oppression. To be an Ally requires that a person not simply notice an injustice, but also take action by bringing attention to the injustice and requesting that it be corrected.”

I invite you to read her short article, and consider the thought experiment contained within:

“As you move throughout your day; sit in a classroom, a department meeting, a social space… I want you to think about the inequality that might exist in that space…

Consider who is represented in that space and who is not and then ask why. Then ask yourself how you might ACT as an Ally in order to support those people who may not be represented, or who may not have a voice in order to actively make the space more equitable.”

So, are you ready to take action?

Have an idea for an action, a project or a change you’d like to make involving equity, but aren’t sure where to start? READI can help! 

READI is a hub for the study of Equity, Diversity & Inclusion (EDI) and antiracist practices from the perspective of faculty instruction and research. READI engages in the production of new and innovative scholarship on EDI and serves as a hub for pairing faculty needs with resources on EDI and antiracism. Our role is to work with faculty on all their equity related needs. This includes faculty mentorship, grants, campus collaborations, research, pedagogy and more. Contact us today!

Conversations on Diversity and Inclusion

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This Tuesday Tip is brought to you by Travon Robinson, Acting Chief Diversity Officer.

When you talk with many of our Black students on campus, words that are often associated with their college experience include microaggressions, culture shock, the lack of Black student and faculty representation, being targeted by police, learning from a Eurocentric teaching style, minimal cultural resources, and an unwelcoming community. As educators and administrators, are we doing what is necessary to adapt our processes to support the academic success of our growing diverse populations?

According to “Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students,” “campus racial climate is broadly defined as the overall racial environment of the college campus. Understanding and analyzing the collegiate racial climate is an important part of examining college access, persistence, graduation, and transfer to and through graduate and professional school for African American students.”

If you want to learn more about how we can better support our Black students, you are invited to attend our upcoming Conversations on Diversity and Inclusion, “What does it mean to #AdultWhileBlack and what does this look like on a historically white college campus?” Join us February 3, Noon – 12:50 p.m. (Zoom Link) for an engaging dialogue with Sara Kutten, Ed.D., (University of Oregon, Director of Student Services) about racial identity and campus climate. Together, we’ll look at new research findings and identify avenues to better support the success of Black college students. 

Attend the CSU Symposium on Teaching and Learning

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The CSU symposium below is worth attending if you’re interested in gaining new student success strategies related to inclusion, diversity, equity, and accessibility. There are many great presentations on the schedule including a couple from Chico State faculty. The $50 Registration includes continental breakfast and lunch on both Friday and Saturday. If you’re only interested in the virtual sessions, registration is free.

Check it out!

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Registration for the 22nd Annual CSU Symposium on Teaching and Learning, at California State University Fullerton, on March 13-14, 2020, is open!

This year’s theme is “IDEAS: Inclusion, Diversity, Accessibility, and Student Success.” Hosted by CSU Fullerton’s Faculty Development Center in collaboration with the CSU Institute for Teaching and Learning, this year’s symposium provides an opportunity to explore IDEAS imperative to education in a state as diverse as California. All those committed to student success in higher education are welcome to attend.

The keynote speaker for the symposium on March 13 is Deborah Santiago, COO of Excelencia in Education, who will address ways for minority-enrolling institutions to become institutions that truly serve minoritized students.

There will be two pre-symposium workshops from 9:00 am – Noon on Friday, March 13. There is no additional fee to attend a workshop, but space is limited:

  • An Introduction to Inquiry-Based Learning
  • Supporting Disciplinary Learning through Deeper Reading and Metacognitive Conversation

New this year is a series of five virtual sessions, from 8:15 am-11:45 am on Friday, March 13. These sessions feature presentations on immersive and virtual reality, teaching and learning for social justice, and a sneak peek at an online teaching essentials course.

  • Attend these FREE sessions from the office, from home, or while at the symposium.
  • Those not attending the symposium in Fullerton should register, and select “virtual only.”

The symposium features presentations by California State University and California Community College faculty related to empowering first-generation students; supporting students in first-year writing, math, and quantitative reasoning; equity, inclusion, accessibility and strength-based pedagogies; assessment for improvement; technology, innovation, and online and blended learning; and the incorporation of mindfulness and wellness.

For the schedule, list of presenters, travel information, and more, visit the symposium website, or contact The Faculty Development Center at Fullerton.

 

Trick or Treat

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Image result for halloweenHalloween is less than a week away. It is a tradition with a complicated history at Chico as Tracy, Mary, and our guest Holly explored in our most recent podcast. The responsibility of faculty around events like Halloween is not always clear. I usually took some time, especially when dealing with first-year students to share some of the same messages the Diversity and Inclusion office has emphasized. I felt it was a public service to talk to students about the implications of their actions and the impact they had on the reputation of the institution and their peers. Less than a year ago a prominent administrator at Yale resigned following backlash over her position on Halloween costumes, especially as they relate to race proving just how difficult these issues can be to address.

Nevertheless, I would encourage you to share your insights with your students. There is an ethical part of this conversation when it comes to treating each other with respect, but there is a practical one too. With the ubiquitous nature of photos and videos, it is a reasonable to think that embarrassing costumes and behavior might very well be archived for future employers, parents, or partners. Our students represent the institution, but they also represent themselves. Be safe and respectful out there, and encourage your students to do the same.

Dr. Sara Cooper has provided additional Book in Common Material. Check out this section of the CELT page for regular synopsis updates, discussion questions, and other resources.

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Don’t forget to subscribe to the Caffeinated Cats podcast! Our second episode of the Fall is out now! Mary, Tracy, and I explore Chico traditions just in time for Halloween! Link to it on soundcloud, itunes, overcast, or follow the podcast on facebook.