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Professional Development > Cultural Competency
2 matchesFlying with Sankofa: Moving forward by learning from the past
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration, Teaching/Learning Assistants, Graduate Students, Post-doctoral Fellows
Program Components: Professional Development:Diversity/Inclusion, Cultural Competency
It is important to celebrate the heroes in our society who spoke up, and who took action to change systems and improve the lives of many. For instance, our nation celebrates heroes like Dr. Martin Luther King, Jr., whose legacy continues to inspire civil rights initiatives and advocacy for equitable opportunities. The living legend Shirley Malcom, director of the American Association for the Advancement of Science's (AAAS) SEA Change program, was recently celebrated when her name was recognized on a building at her alma mater, Penn State University. Over her career, Dr. Malcom has tirelessly advocated and brought attention to the challenges of intersectionality, specifically the challenges faced by women of color in the sciences. More
Frameworks for Inclusive Excellence and Systemic Change
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration, Teaching/Learning Assistants, Post-doctoral Fellows
Program Components: Professional Development:Diversity/Inclusion, Cultural Competency
In the work I and my colleagues have done to create change around STEM Education on our own campus we've intentionally worked at two levels. We try to focus both on what will help individual faculty to make changes to their teaching and on how we can shift norms, structures, and teaching culture at the institutional level. My focus as a faculty developer has historically been focused on helping faculty make changes to their pedagogy through exploration and adoption of a variety of active learning pedagogies. I've also been interested in how the spaces in which faculty teach and the norms and policies that guide their practice can promote the adoption of evidence-based teaching practice. More recently, and for a variety of reasons, I've become more interested in how to support faculty to pay attention to their classrooms as inclusive places for learning and the degree to which their courses help to support equitable outcomes for students. While these ideas are connected to good pedagogical practice, thinking about inclusivity has prompted me to expand my toolbox. More
