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Professional Development > Cultural Competency

Transforming Institutions Takeaways


Posted: Jun 24 2021 by

Rachel Renbarger
Western Michigan University
Rachel Renbarger, Western Michigan University

Change Topics (Working Groups): Guiding Theories, Change Leaders, Assessment, Policy, Costs and Benefits, Equity and Inclusion, Faculty Evaluation
Target Audience: In-Service K12 Teachers, College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Professional Development:Diversity/Inclusion, Cultural Competency, Institutional Systems:Interdepartmental Collaboration, Supporting Students:Professional Preparation, Outreach:Policy Change, Inter-Institutional Collaboration

Last week concluded the 2021 Transforming Institutions Conference that marked the 10th year of convening like-minded change leaders. The event was a rousing success; we had over 250 participants from at least 3 continents with over 40 concurrent presentations, 60+ posters, and 4 workshops containing research-based strategies for improving higher education. What did we learn from such an amazing event? More

Frameworks for Inclusive Excellence and Systemic Change


Posted: Oct 12 2017 by
Susan Shadle
Boise State University
Susan Shadle, Boise State University
Change Topics (Working Groups): Guiding Theories, Equity and Inclusion
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

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