Amplifying Voices and Marginalized Identities: Strengths & - - PowerPoint PPT Presentation

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Amplifying Voices and Marginalized Identities: Strengths & - - PowerPoint PPT Presentation

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Amplifying Voices and Marginalized Identities: Strengths & Weaknesses of Identity Group Programming Laurie Maynell | Jessica Riviere June 6 th , 2018 University Center for the Advancement of Teaching Introductions Laurie Maynell

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Amplifying Voices and Marginalized Identities: Strengths & Weaknesses of Identity Group Programming

Laurie Maynell | Jessica Riviere June 6th, 2018

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Introductions

Laurie Maynell

  • Assistant Director

Coordinator for International Initiatives

Jessica Riviere

  • Instructional Consultant

Coordinator for GTA Programming

University Center for the Advancement of Teaching

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How can we educational developers provide specific populations with the services they need, without inadvertently reinforcing marginalization they may experience? Goals?

University Center for the Advancement of Teaching

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Mission: “support and advocate for (specific subgroups of) teachers on campus”

Advantages:

  • Target specific needs
  • Focus on specific interests
  • How to be successful at this university

University Center for the Advancement of Teaching

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Service N All mean (SD) R/D Mean (SD) New Faculty Orientation/development 328 3.48 (.78) 3.41 (.80) Mentoring programs for underrepresented faculty 309 2.71 (.80) 2.69 (.81) Orientation and support for part-time/adjunct faculty 317 2.62 (1.05) 2.67 (1.04 Orientation and support for fixed-term faculty 299 2.61 (1.10) 2.65 (1.10) Midcareer and senior faculty development 318 2.59 (.98) 2.63 (.97)

University Center for the Advancement of Teaching

Research Summary

Issues currently addressed by faculty development services

Faculty Development in an Age of Evidence (Beach, Sorcinelli, Austin & Rivard 2016) Table 4.1

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Service % of all directors % of R/D directors % of Comp directors % of CC directors % of Canadian directors New Faculty Orientation/ Development 36 32 36 43 50 Teaching Assistant development 10 6 19 17 Mentoring programs for under- represented faculty 8 7 3 21 17

University Center for the Advancement of Teaching

Research Summary

Directors’ signature services, by institutional type

Faculty Development in an Age of Evidence (Beach, Sorcinelli, Austin & Rivard 2016) Table 4.2

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University Center for the Advancement of Teaching

Research Summary

Directors’ Services to Add or Expand

Service % of all directors % of R/D directors % of Comp directors % of CC directors % of Canadian directors Midcareer and senior faculty development 21 24 18 23 20 Mentoring programs for under- represented faculty 17 19 15 31 20 Orientation and support for part- time/adjunct faculty 12 10 21 30 Faculty Development in an Age of Evidence (Beach, Sorcinelli, Austin & Rivard 2016) Table 4.2

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University Center for the Advancement of Teaching

Research Summary

Building a Bibliography

Teaching Centers in POD Search Engine Plus:

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University Center for the Advancement of Teaching

Teaching Support

10 20 30 40 50 60 70 80 90 Graduate Teaching Associates New and Early-career Faculty Mid-career Faculty Late-career Faculty Adjunct/Non-Tenure Track Part-time/Casual/Sessional International Instructors (All Ranks) Minority Faculty/Faculty of Color Women Faculty Faculty with Disabilities/Chronic Illness

Articles + Center Resources

Teaching Support-Articles Teaching Center Resources

Research Summary

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University Center for the Advancement of Teaching

Academic Life - Other

Research Summary

5 10 15 20 25 30 35 40 45 Graduate Teaching Associates New and Early-career Faculty Mid-career Faculty Late-career Faculty Adjunct/Non-Tenure Track Part-time/Casual/Sessional International Instructors (All Ranks) Minority Faculty/Faculty of Color Women Faculty LGBTQ Faculty Faculty with Disabilities/Chronic Illness

Articles

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University Center for the Advancement of Teaching

Your Context

  • Turn to worksheet provided
  • Attempt to answer columns 1, 2, and 3

What identity groups are meaningful for your context? What might they need? What programming currently exists to address these needs?

  • 3 minutes individual reflection, 4 minutes with neighbor, 5

minutes at table

Activity One

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12 Identity Groups Names by Participants

Participant Responses

University Center for the Advancement of Teaching

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Mission: “support and advocate for (specific subgroups of) teachers on campus”

Disadvantages:

  • Perpetuating a deficit model (also for those outside group)
  • Insists on similarities imposed by majority group, rather than

identified by individuals themselves

  • Prioritizes conformity
  • Reluctance to participate for fear of further stigmatization

University Center for the Advancement of Teaching

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University Center for the Advancement of Teaching

Tuitt 2010

“Faculty developers must be careful that the programming content and activities they choose do not further marginalize the underrepresented individuals and groups they are trying to serve.” “Working with underrepresented faculty”

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TAs International population Other groups 3-day new TA orientation Individual consultation for faculty Lecturer Learning Community Graduate Teaching Fellow Learning Community Supplement offerings from ESL Mid-Career and Senior Faculty Learning Community Starting TA workshop series Academic Job Search Series

University Center for the Advancement of Teaching

Identity Group Programming at Ohio State University Center for the Advancement of Teaching

Our Context

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University Center for the Advancement of Teaching

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17 The Lantern, August 2017

Ohio State Diversity

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Trower (2003) records how underrepresented faculty:

  • Experience overt/covert racism
  • Experience isolation and exclusion
  • Find research discredited
  • Bear burden of tokenism
  • More “culturally taxed” in service and

mentoring of students

University Center for the Advancemnenf of Teaching

What’s not seen in image

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University Center for the Advancement of Teaching

Influence

  • One star – low to no influence on institutional culture
  • Three star – high influence on institutional culture and

climate

  • What counts as influence?

Representation: Can someone in this group see someone from their group as a high university official? Frequently? (President/Provost, Dean, Chair…?) What about as a large population on campus? Would a letter signed by the self-identified leaders of this group be taken seriously by the administration? By their department?

Activity 2

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20 Tuitt, F. (2010). Ch 14 in A Guide to Faculty Development, pp. 225- 242.

  • Univ. of Denver president of faculty

senate distributed faculty publication

  • n experiences of under-represented

faculty to ALL faculty; Encouraged chairs to discuss within their departments

Leadership can educate majority

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21 Li, C. et al. (2012). Supporting international faculty. To Improve the Academy 31 (1)

White male faculty member as ally for Asian female faculty: He gave a guest-lecture while she was away; he took time to discuss significance of her research and her expertise

Influencers can model respect

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22 Course Design Institute, May 21- 25, 2018, University Center for the Advancement of Teaching, OSU.

In a short-term learning community on course design, during a discussion of teacher identity: allow white men to hear what women of color experience.

Allow for teaching moments

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University Center for the Advancement of Teaching

Programming for the Influential

  • If you did not identify an influential group on your

campus initially, do so now.

  • What can you design to improve the conditions of the

less-influential groups?

Activity 3

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24 Programming for the Influential

Participant Responses

University Center for the Advancement of Teaching

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Who can you partner with for this programming?

The Graduate School ESL programs Office of International Affairs Multicultural Center Office for Diversity and Inclusion Ohio Union Activity Board: Graduate/Professional Students Office for Post-Doctoral Affairs

University Center for the Advancement of Teaching

Next Steps

You’re not alone

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Thank you!

University Center for the Advancement of Teaching

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27 Beach, A. L., Sorcinelli, M. D., Austin, A. E., & Rivard, J. K. (2016). Faculty Development in the Age of Evidence: Current Practices, Future Imperatives. Sterling, VA: Stylus Publishing LLC. Cartwright, S., & Leinasars, J. (2017, August 21). Ohio State not "the very best" in racial diversity, continues to improve. Retrieved Summer, 2018, from https://www.thelantern.com/2017/08/ohio-state-not-the-very-best-in-racial-diversity- continues-to-improve/ : The Lantern Li, C., Wall, S. K., Loy, M., & Schoonaert, K. (2012). Supporting International Faculty: Perspectives of a Tiger Teacher Who Adapted to the American Classroom, a Colleague, and an Administrator. In J. E. Groccia & L. Cruiz (Eds), To Improve the Academy: Resources for Faculty, Instructional, and Oranizational Development (Vol. 31, pp. 247- 260). San Francisco, CA: Jossey-Bass: A Wiley Imprint. Trower, C. A. (2003). Leveling the Field. The Academic Workplace, 14(2), 1, 3, 6-7, 14- 15. Tuitt, F. (2010). Working With Underrepresented Faculty. In K. J. Gillespie, D. L. Robertson, & Associates (Eds.), A Guide to Faculty Development (2nd ed., pp. 225-242). San Francisco, CA

University Center for the Advancement of Teaching

Bibliography