Inclusive Excellence

To support an inclusive learning environment at GVSU, we invite faculty to engage with the resources described below. Whether you have a few minutes to spare or are looking for a multi-day institute, we offer all faculty the opportunity to continue to grow, learn, explore on their own, or engage with peers. 


MINDS THAT MATTER
Resources and information surrounding student mental health and its impact on teaching and learning
Featuring NEW handout on Autism Spectrum Disorder
Download an ADA accessible version of the Autism Spectrum Disorder Handout here

Curated List of NCFDD Recorded Webinars that Focus on Race and Diversity

Access to these recorded guest expert webinars requires an active NCFDD Institutional Membership. 
Haven't activated your FREE NCFDD Institutional Membership yet?  Check on the instructions on how to do so listed below.


Inclusive Excellence Teaching Institute

Inclusive teaching involves a deliberate effort by faculty to create a learning environment that attends to and supports he needs of students with a variety of backgrounds, learning interests, and abilities. Inclusive pedagogical strategies shape the dynamics in teaching-learning spaces, affect individual's experiences in those spaces, and influence course and curriculum design. Inclusive teaching attends the range of identities in the classroom and helps all students feel equally valued.

The Inclusive Excellence Teaching Institute is specifically designed to provide Affiliate and Tenure-Track faculty at all ranks with a transformative space to learn and strategize about inclusive excellence in teaching and learning. The Institute will encourage an atmosphere of cultural humility through the examination of social identity and bias. Motivational frameworks, barriers to learning for diverse student learners and proactive strategies will also be introduced. Essential pedagogical approaches that promote an inclusive classroom environment will be modeled and explored. Through pre-assigned readings, access to group Bb site, and facilitated discussions, participants will begin the process of transforming their courses/curriculum, units and colleges.

This three-day institute will meet on May 14, May 28, and June 11th from 9am—3pm.

Register in Sprout

THREE-DAY INTENSIVE INSTITUTE
THREE-DAY INTENSIVE INSTITUTE

Meeting from 9am—3pm on
MAY 14, MAY 28, and JUNE 11

REGISTER IN SPROUT


NCFDD Webinars

21SS NCFDD Guest Expert Webinar Series

STRATEGIES FOR CENTERING INSTRUCTOR IDENTITY IN STEM EDUCATION
April 27, 2021
2pm–3pm

Facilitated by Tazin Daniels, PhD

In this webinar, we will talk about how to productively center and leverage your social identities in your role as a STEM instructor. We will unpack problematic assumptions about how identity aligns with authority and how you can build trust and community with your learners. You will also leave with strategies to overcome common challenges you might encounter when promoting equity and inclusion in the STEM classroom and beyond.

Watch the Recorded Webinar with Tazin Daniels

EVERY SUMMER NEEDS A PLAN
May 13, 2021
2pm–3pm

Facilitated by Angelique Davis, JD

  • Do you often start the summer with high hopes for your writing projects, but end disappointed by your actual productivity?
  • Do you desperately want (or need) to write a lot this summer?
  • Do you want to figure out how to be more productive AND enjoy your life this summer?

Join us for a hands-on planning webinar! We offer our planning webinar at the beginning of each term so that you can take time out of your schedule to identify your personal and professional goals for the summer, create a strategic plan to accomplish them, and identify the types of community, support, and accountability you need to make this your most productive and balanced summer ever! Get ready to create a work-plan for your summer that you can immediately share with your mentors.

Watch the Recorded Webinar with Angelique Davis

STRATEGIES FOR ACADEMICS MANAGING CAREERS AND CARETAKING DURING THE PANDEMIC (AND BEYOND...)
May 25, 2021
2pm–3pm

Facilitated by Lisa Wolf-Wendel , PhD

This session focuses on the barriers and strategies that academics with caregiving responsibilities are using to survive academic careers and personal life during COVID. Academics who are caregivers have been particularly affected by the pandemic as the move to working from home, the shift to flexible teaching, and the isolation caused by the pandemic. This has been particularly acute for those with caregiving responsibilities – especially those with school aged and younger children and those taking care of elderly relatives. Based on interviews with faculty members who are in non-traditional family structures (i.e., single parents, LGBTQI* families, divorced and blended families, multigenerational families), this session will provide an understanding of why this has been so difficult, a discussion of how to manage the demands, and a discussion of personal and institutional strategies designed to help both in the immediate situation as well as with a longer term view.

 Participant Outcomes:

  • An understanding that you are not alone and that there are others who are experiencing similar concerns
  • An opportunity to explore these issues for all caregivers with inclusion of those who are in single parent households, blended families, divorced parents, LGBTQI families
  • Discussion of both short and long term implications of COVID-19 on caregivers
  • Discussion of individual coping strategies as well as more systemic fixes for the problem (both short and long term)

Watch the Recorded Webinar with Lisa Wolf-Wendel

MOVING FROM RESISTANCE TO WRITING
June 10, 2021
2pm–3pm

Facilitated by Naomi Levy, PhD

  • Have you been putting off your writing all year by promising yourself that summer is when you'll buckle down and get it done?
  • Are you finding yourself continuing to procrastinate and avoid your writing even though summer has arrived?
  • Have you ever wondered why it is that you really want to write, but just don't do it until there's a looming external deadline?

In this webinar, you will learn:

  • What resistance is and why academic writers experience it in pursuit of work we want and need to complete.
  • How to identify what's holding you back from writing and completing your ___________ (article, dissertation, book manuscript, grant proposal, etc...).
  • The three most common types of writing funk and how to move around them.
  • How to create the types community, support and accountability for your writing that will help you to ride through whatever type of writing funk you are currently experiencing.

Register for the Moving from Resistance to Writing webinar online.

HOW TO BE A STRONG SPONSOR AND ADVOCATE FOR FACULTY
June 22, 2021
2pm–3pm

Facilitated by Margaret Yacobucci, PhD

More information coming soon!

Register for the How to be a Strong Sponsor and Advocate for Faculty webinar online.

THE ART OF SAYING NO
July 8, 2021
2pm–3pm

Facilitated by Ndidiamaka Amutah-Onukagha, PhD

  • Are you confused about when to say "yes" and "no" to other people's requests?
  • Do you often say "yes" to requests without realizing the impact that response will have on your time and productivity?
  • Do you find yourself feeling angry and resentful during the academic year because you've said "yes" too often?

You're not alone! Many faculty (pre and post-tenure) find it incredibly difficult to sort out when, why and how to say "NO."

In this webinar, you will learn:

  • The biggest mistakes faculty make in responding to requests
  • How to identify and disrupt problematic patterns
  • Our favorite strategies that you can implement immediately so you can add "no" to your vocabulary

Register for the Art of Saying No webinar online.

SUPPORTING FACULTY DURING AND AFTER THE COVID-19 PANDEMIC
July 20, 2021
2pm–3pm

Facilitated by Leslie Gonzales, Ed.D

More information coming soon!

Register for the Supporting Faculty During and After the COVID-19 Pandemic webinar online.

CULTIVATING YOUR NETWORK OF MENTORS, SPONSORS, AND COLLABORATORS
August 12, 2021
2pm–3pm

Facilitated by Erin Furtak, PhD

  • Do you have a reliable and strong network of mentors?
  • Are you struggling to cultivate mentoring relationships?
  • Do you know the difference between a mentor and a sponsor?
  • Are you moving to a new stage of your career and wondering how to find new mentors and sponsors that are appropriate to the next level?

If so, join us for a webinar that will help you:

  • Map your current mentoring network
  • Identify your unmet needs
  • Plan how to expand your existing network to meet your current needs

Register for the Cultivating Your Network of Mentors, Sponsors, and Collaborators online.

SUPPORTING TRANS* SCHOLARS
August 24, 2021
2pm
–3pm
Facilitated by D-L Stewart, PhD

More information coming soon!

Register for the Supporting Trans* Scholars webinar online.


NCFDD Recorded Webinars & Courses Focused on Race and Diversity

Turning Chutes into Ladders for Women Faculty: A Roadmap to Equity in Academia
Facilitated by Michelle Cardel, PhD
Originally held on January 26, 2021—recording available for viewing!

Gender inequities remain pervasive in academia. The COVID19 pandemic has only magnified these inequities. This webinar will focus on the barriers and facilitators to gender equity in academia and highlights actionable strategies for institutions to implement to improve gender equity.

Access the recorded Turning Chutes into Ladders for Women Faculty webinar online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.

Bracing for and Embracing the Fall as a Blkademic
Facilitated by Della Mosely, PhD
Originally held on September 14, 2020—recording available for viewing!

Recognizing the unique vulnerabilities Black academics (Blkademics) are facing in the current sociopolitical and campus climate, this interactive webinar will provide attendees with practical strategies to help them as they begin the fall semester. By increasing awareness, reflecting on holistic wellness needs, and getting clear on the strategies that resonate on a personal level, Blkademics will better be able to brace for and potentially embrace the semester ahead after attending this NCFDD webinar. Grounded in counseling and prevention psychology, Black feminism, and solution-focused theories, this webinar will offer Blkademics empirically-grounded and culturally-relevant strategies for surviving and being well as an academic today.

Access the recorded Bracing for and Embracing the Fall as a Blkademic webinar online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.

Developing Anti-Oppressive Communities: Supporting Black Students and Mentees
Facilitated by Wanda Swan
Originally held on August 18, 2020—recording available for viewing!

This webinar will provide attendees with opportunities to identify and reflect on their privileges and biases and how these impact their ability to effectively serve as teachers and scholars. The presenter will discuss strategies for identifying and combating anti-Black racism in classrooms and research groups, how to most effectively support Black students and colleagues, and how to proactively contribute to diverse and inclusive campus communities, whether those be classrooms, research teams, labs, or committees. The presenter will also address how the unequal impact of the COVID-19 pandemic and economic downturn and the recent racist killings of Breonna Taylor, George Floyd, and Ahmaud Arbery impact black research assistants and postdocs and the role of faculty and PIs in supporting Black mentees during the present historical moment. 

Access the recorded Developing Anti-Oppressive Communities webinar online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.

How to Challenge Race and Gender Bias in Student Evaluations
Facilitated by Bedelia Richards, PhD
Originally held on March 24, 2020—recording available for viewing!

Studies consistently show that student evaluations are biased against women faculty and faculty of color. Yet, higher education institutions continue to lean heavily on students’ evaluations of teaching for hiring and promotion decisions. This webinar is designed for faculty and administrators to better understand how student biases become transformed into institutional inequalities based on race and gender. The webinar provides administrators and faculty in leadership positions with a range of potential solutions for eliminating or minimizing the negative impacts of biased student evaluations. Recognizing that institutional change takes time, however, the webinar also provides strategies for empowering women faculty and faculty of color on how to advocate for themselves, particularly in situations where they are not being fully supported.

Access the recorded How to Challenge Race and Gender Bias in Student Evaluations webinar online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.

Micro-Aggressions, Micro-Resistance, and Ally Development in the Academy
Facilitated by Cynthia Ganote, Ph.D., Saint Mary’s College, Floyd Cheung, Ph.D., Smith College, and Tasha Souza, Ph.D., Boise State University
Originally held on April 7, 2016—recording available for viewing!

We often discuss ways to lead difficult dialogues amongst our students, and even ways to serve as allies to students experiencing classroom-based micro-aggressions. However, what do we do when we witness colleagues who are the targets of micro-aggressions?

This webinar examines ways in which micro-aggressions particularly impact women, faculty and staff of color, and LGBTQ faculty and staff in our institutions. In response, we can practice forms of micro-resistance and ally behaviors when we see our colleagues targeted, or when we ourselves are targeted. This focus on empowerment allows us to take action in our local environments, thereby lessening the impact upon colleagues and ourselves when micro-aggressions occur.

Dr. Cynthia Ganote is an Associate Professor in the Department of Sociology at Saint Mary’s College of California in the San Francisco Bay Area. Her research focuses on race, class, gender, and sexual inequalities; feminist methods (including grounded theory and feminist in-depth interviews); critical and feminist pedagogies; and on approaches to community-based research. Currently, she is writing a book entitled Diverse Faculty, Re-Shaping the Professoriate.

Dr. Floyd Cheung directs the Sherrerd Center for Teaching and Learning and teaches English language and literature and American studies at Smith College in Northampton, Massachusetts. He is also a member of the Five College Asian/Pacific/American Studies Certificate Program, for which he served as the founding chair. He has edited books and published articles on Asian American literature from 1887 to the present.

Dr. Tasha Souza is the Associate Director for the Center for Teaching and Learning and Professor of Communication at Boise State University. Most recently, she was the Faculty Associate for Inclusive Excellence for Humboldt State University and a Fulbright scholar at the University of the West Indies in Barbados. She is a consultant on communication and pedagogy and has published in such areas as difficult dialogues in the classroom, discussion-based teaching, instructional communication, and intercultural conflict.

Access the recorded Micro-Aggressions, Micro-Resistance, and Ally Development in the Academy webinar online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.

(In)Civility in Academic Spaces
Facilitated by Adeline Koh, PhD
Originally held on March 23, 2016—recording available for viewing!

The topic of (in)civility in public academic spaces has become extremely important, particularly in the wake of the Steven Salaita case, in which Salaita was denied a job he had been hired before because of his anti-Israeli foreign policy tweets. How should junior academics plan to walk the difficult tightrope between participating ethically in public social media spaces, and simultaneous passing through the difficult challenges of the tenure track? In this webinar, Koh will analyze the landscape of public academic spaces through social media, the necessity of participating in these spaces, and caveats and strategies to keep in mind.

Access the recorded (In)Civility in Academic Spaces webinar online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.

Addressing Incivility in the Classroom: Effective Strategies for Faculty
Facilitated by Chavella Pittman, PhD
Originally held on February 16, 2016—recording available for viewing!

Classroom incivility refers to any student behaviors that disrupt the learning environment. They can range from texting in class to outright intimidation or threats. Regardless of the severity of the classroom incivility, research suggests they are on the rise. Unfortunately, faculty may not be prepared to deal with them. This is particularly troubling for marginalized faculty who are more frequently the targets of student incivility.

In this webinar, you will learn about faculty’s experiences with student incivility, especially the experiences of faculty with marginalized identities (e.g. race, gender, sexual orientation). You will also learn about the potential consequences for faculty of unchecked classroom incivilities. Most importantly, this webinar will teach you strategies you can use - both inside and outside of the classroom - to address these problematic student behaviors. 

Access the recorded Addressing Incivility in the Classroom webinar online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.

Disability and Living/Working in the Academy
Facilitated by Stephanie Kerschbaum, PhD
Originally held on January 26, 2015—recording available for viewing!

Living and working with a disability in academia is a common occurrence, particularly given the ways that academia itself is an environment that can exacerbate or bring out disabling conditions in many people. In this workshop, Stephanie L. Kerschbaum will suggest ways that academic environments can become more hospitable towards disability as well as how academics can work interdependently to enact accessible moves and procedures. Specific topics discussed will include legal obligations and expectations around accommodation and why these are important but insufficient for enacting broad accessibility, the ways that “universal design” might apply to academic environments, and means for cultivating communication around access.

Access the recorded Disability and Living/Working in the Academy webinar online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.

Presumed Incompetent: Race, Gender, and Class in Academia
Facilitated by Carmen Gonzalez, JD
Originally held on August 5, 2013—recording available for viewing!

  • How do race and gender stereotypes affect perceptions of competence in the academic workplace?
  • Why do academics from the working class feel pressure to "pass" as middle or upper class?
  • Why should the growing corporatization of academia be of particular concern to women of color?

What can be done to increase the hiring, tenure, promotion, retention and inclusion of women of color and other underrepresented groups?

Despite academia's professed commitment to meritocracy and diversity, female faculty of color continue to be underrepresented in the nation's colleges and universities. The problem is particularly glaring because thirty percent of the nation's students are of color, and the next generation will be majority minority.

This workshop examines the obstacles that female faculty of color encounter on the road to tenure and beyond, and provides strategies that can be used by women of color, by allies, and by academic leaders to address institutionalized bias and to create a more equitable and inclusive campus environment.

Access the recorded Presumed Incompetent: Race, Gender and Class in Academia webinar online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.

Successful Strategies for Faculty Diversity: Valuing Faculty Work that Promotes Equity
Facilitated by Sheila O’Rourke, JD
Originally held on February 26, 2013—recording available for viewing!

For those of us who care about diversity in higher education - faculty, administrators, diversity officers and advocates - increasing diversity among our faculty is one of our greatest challenges. This workshop explores effective strategies for promoting faculty diversity with a focus on rewarding faculty for teaching, conducting research and making service contributions that promote the institutional commitment to equity and diversity. Topics include:

  • Valuing contributions to diversity in faculty searches and hiring
  • Recognizing diversity work in faculty merit and promotion reviews
  • Allocating resources to create incentives for diversity work
  • Using data strategically to make the case for faculty diversity

The session refers to new policies and program at the University of California as case examples, and explores how each strategy can be adapted for colleges and universities, large and small; public and private. The session addresses legal issues that impact faculty diversity programs and provides guidelines for avoiding legal challenges to effective diversity efforts.

Access the recorded Successful Strategies for Faculty Diversity webinar online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.

Cultivating Compassion & Collectivism: A Multi-Week Course to Facilitate Health from Racial Trauma
Facilitated by Della Mosley, PhD
Originally held on February 10, 2021—recording available for viewing!

Racial trauma has many academics oscillating between fight, flight, and freeze responses. We are fighting on committees and in our classrooms, debating how or if we should stay in harmful environments, and finding ourselves stuck as we hold our own and our community's pain. In this two-part workshop series, Dr. Della will describe the connection between trauma, healing, compassion, and collectivism. She will also introduce and guide participants through practices that help cultivate compassion and collectivism as a means to help facilitate healing from racial trauma.

This multi-week course includes 3 one-hour recording webinars.

Access the recorded Cultivating Compassion & Collectivism webinars online with your NCFDD institutional membership.  Haven’t activated your NCFDD institutional membership yet?  Visit our Inclusive Excellence webpage for information on how to activate this FREE and superb membership.


The NCFDD virtual mentoring program is an independent online professional development training, and mentoring community dedicated to supporting successful career transitions.  Graduate students, faculty at all ranks and career stages, unit heads, administrators, and staff can activate their personal accounts by following the steps outlined below.

  1. Go to www.facultydiversity.org/join
  2. Under "Select Your Institution," choose "Grand Valley State University"
  3. Select "Activate my Membership"
  4. Complete the registration form using your GVSU email address
  5. Check your GVSU email account to find a confirmation/welcome email.  Click "Activate Account" in the email.

Your membership allows you to access tools to increase research and writing productivity and improve work-life balance.  Some of these tools include:

Please contact Dana Munk (munkd@gvsu.edu) if you have questions or concerns.


Teaching and Learning in the Diverse Classroom edX Course

NEW DELIVERY FORMAT—FREE Self-Paced Course

Through real stories, reflection, and key research, learn how to create and sustain inclusive, student-centered learning environments.

U.S.–based and higher education-centered, this is a five-module, self-paced course that offers an inclusive teaching framework with multiple entry points for reflection and exploration of the research on learning and diversity. Anchored in the lived experiences of students and instructors, including your own, we invite you to explore strategies for inclusive course design, student-centered pedagogical practices, facilitating learning across difference, and change efforts that support student engagement, achievement, and belongingness. Come with a course of your own in mind, and design for inclusion as you make your way through Teaching & Learning in the Diverse Classroom.

You will explore:

  • Your formative experiences as a learner, teacher, and member of your discipline
  • Strategies and exercises helpful in communicating effectively, facilitating discussion, and modeling inclusivity when unexpected issues arise
  • Research, frameworks, and models that help us understand why and how diversity and inclusion matter in teaching and learning

Learn more and register at the edX Teaching & Learning in the Diverse Classroom webpage


History of Structural Inequality in the U.S. (Self-paced Course)

The Robert and Mary Pew Faculty Teaching and Learning Center invites all faculty to consider enrollment in a self-paced online learning opportunity meant to expand knowledge regarding structural inequality in the United States.  This innovative short course comprises faculty-led video presentations, resources and strategies and personal reflection.

Those who enroll and participate in the series will:

  • increase their understanding of the history of structural inequality in the U.S.
  • gain tools for teaching about inequalities related to topics in the course
  • identify interdisciplinary connections to their course content and disciplinary expertise
  • gain skills in inclusive teaching practices
  • have the opportunity to earn a digital badge

Topics covered in this series include:

  • History of Inequality for African Americans in the U.S.
  • History of Inequality for Asian Americans in the U.S.
  • History of Genocide and Structural Inequality for Native Americans in the U.S.
  • History of Inequality for Latino Americans in the U.S.
  • History of Inequality for LGTB Identities in the U.S.
  • History of Inequality Related to Immigration to the U.S.
  • History of Religious Oppression in the U.S.
  • History of Inequality for Women in the U.S.
  • Identity Based Privilege in the U.S.
  • Income Inequality in the U.S.

This series is housed on an Blackboard site.  To enroll in the course and access the online materials, please email the Pew FTLC (pewftlc@gvsu.edu).

 

History of Inequality Series Digital Badge

SELF-PACED COURSE


Intercultural Development Inventory (IDI)

START WITH AN INVENTORY OF WHERE YOU ARE NOW
START WITH AN INVENTORY OF WHERE YOU ARE NOW

The intercultural Development Inventory® (IDI®) assesses intercultural competence—the capability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities.  Intercultural competence reflects the degree to which cultural differences and commonalities in values, expectations, beliefs, and practices are effectively bridged, an inclusive environment is achieved, and specific differences that exist in an organization or institution are addressed from a "mutual adaptation" perspective.  Success in achieving goals is better served when individuals can more deeply understand culturally-learned differences, recognize commonalities between self and others, and act on this increased insight in culturally appropriate ways that facilitate goal accomplishment among diverse individuals and groups.

The Intercultural Development Inventory is a 50-item questionnaire available online that can be completed in 15–20 minutes. The IDI Individual and Group Profile Report presents information about how individuals and organizations make sense of and respond to cultural differences and commonalities. The IDI can be integrated into curriculum design, assessment, professional development, and research. Cost to complete the survey is $18 per faculty member and $12 per student.

Please contact Dana Munk (munkd@gvsu.edu) for an IDI consult.  Learn more by visiting the Intercultural Development Inventory webpage.


20 Minute Mentor Commons Inclusive Excellence Online Workshops

The 20–minute mentor commons are video-based programs designed to answer specific questions related to teaching and learning.  They deliver actionable insights in highly focused 20–minute presentations designed to fit busy schedules.  Below is a list of inclusive-excellence-focused topics that caught our eye.

Please contact the Pew FTLC (pewftlc@gvsu.edu) to learn how to access this amazing resource.

GOT 20 MINUTES?
GOT 20 MINUTES?

2020-2021 Twenty Minute Mentor Commons Inclusive Excellence Online Workshops

WHAT CULTURALLY RESPONSIVE TEACHING TECHNIQUES CAN I USE TO IMPROVE LEARNING?

This 20-minute program is designed to teach participants how multiculturalism impacts the classroom in a variety of ways with a variety of learning outcomes. Instructors learn to account for the multitude of cultures in the classroom by teaching in a culturally responsive way that ensures that all students have the same opportunity to learn.

Don't have access to the 20-Minute Mentor Commons library?  Contact us (pewftlc@gvsu.edu) to have the access instructions sent to you.

WHAT IS INTERCULTURAL COMPETENCE AND HOW CAN IT IMPROVE MY TEACHING?

This 20-minute program is designed to teach learners what intercultural competence is, why it’s important, and how to build it in both faculty and students. Explore some of the cultural differences instructors are likely to face in the classroom along with myths surrounding intercultural competence. Participants will learn to reflect on their own assumptions that they bring to the classroom, as well as strategies to overcome assumptions and foster a more culturally responsive approach to teaching.

Don't have access to the 20-Minute Mentor Commons library?  Contact us (pewftlc@gvsu.edu) to have the access instructions sent to you.

HOW DO I USE CONTROVERSIAL ISSUES TO BUILD COGNITIVE SKILLS IN MY STUDENTS?

Every instructor has faced at least one, and in today’s politically charged climate, you might have seen several. They’re hot moments—those occasions when classroom discussion turns combustible and threatens to burst out of control. Whether they’re inspired by course material, classroom dynamics, or outside issues, hot moments can disrupt teaching and degenerate into personal attacks. Or they can enhance student learning. This 20-minute program shows you how to promote student growth and development by digging—with great fairness and respect—into all those topics you’re not supposed to talk about.

Don't have access to the 20-Minute Mentor Commons library?  Contact us (pewftlc@gvsu.edu) to have the access instructions sent to you.

THREE SECRETS TO BUILDING DIVERSE AND INCLUSIVE ONLINE LEARNING ENVIRONMENTS

How can you create a safe space where students from a variety of backgrounds are open to sharing their experiences and viewpoints? By applying the culturally responsive teaching practices detailed in this 60-minute online seminar, you’ll be able to build more effective learning experiences and increase student engagement in online environments.

Don't have access to the 20-Minute Mentor Commons library?  Contact us (pewftlc@gvsu.edu) to have the access instructions sent to you.

EFFECTIVE DIVERSITY AND INCLUSION STRATEGIES

A truly inclusive campus requires strong leadership and organizational change management. What should your institution be doing to ensure a comfortable, safe, and equitable campus environment for ALL? In this 60-minute online seminar, you’ll explore how to effectively lead and create institutional change, ensuring your institution is a diverse and successful learning community.

Don't have access to the 20-Minute Mentor Commons library?  Contact us (pewftlc@gvsu.edu) to have the access instructions sent to you.

RECRUITING A RACIALLY DIVERSE, CULTURALLY COMPETENT FACULTY

The success of students of color on your campus requires a renewed commitment to recruiting culturally competent faculty members to teach them. Learn how your institution can foster greater diversity and inclusion. The presenters deliver clear-cut strategies your school can use to increase the racial diversity of final applicant pools as you approach the crucial task of hiring new faculty members.

This 90-minute online seminar is offered in partnership with the Social Justice Training Institute.

Don't have access to the 20-Minute Mentor Commons library?  Contact us (pewftlc@gvsu.edu) to have the access instructions sent to you.

ONLINE ENGAGEMENT AND ASSIMILATION STRATEGIES FOR NONTRADITIONAL AND MARGINALIZED STUDENTS

Have you sometimes found it difficult to get the online participation you were hoping for? If so, you are not alone. It may be a bit unsettling to hear, but it is common for some students to feel marginalized despite your best intentions to educate in the most inclusive way possible. In this 60-minute online seminar, you’ll learn about the impact of community and inclusion on online student success from a national at-risk education expert.

Don't have access to the 20-Minute Mentor Commons library?  Contact us (pewftlc@gvsu.edu) to have the access instructions sent to you.


Free Evidence-Based Tools for Teaching and Learning About Race

ACUE Inclusive Teaching Toolkit

ASSOCIATION OF COLLEGES AND UNIVERSITY EDUCATORS (ACUE) INCLUSIVE TEACHING TOOLKIT

To support instructors in creating inclusive learning environments, ACUE is excited to introduce a set of FREE resources—including videos and downloadable planning guides—that can be immediately put to use to benefit both faculty and their students.  These evidence-based practiced are tailored for online teaching but are also relevant to the physical classroom.

View the Inclusive Teaching Toolkit

"Talking About Race" National Museum of African American History and Culture Education Resource

Faculty are an influential part of students' learning and development. They, too, have an important role in communicating history and culture. What and how the history of race in America is presented is an opportunity to engage in thoughtful, respectful, and productive conversations. Talking about race, although hard, is necessary. This resource provides easy to incorporate, evidence-based tools to inspire and guide conversation.

View the Talking About Race Resource

MTV's Look Different

In partnership with the Kirwin Institute for the Study of Race and Ethnicity at Ohio State University, this MTV educational program provides evidence-based tools to teach and learn about implicit bias.

View MTV's Look Different Resource

Project READY

Project READY is a three-year program funded by the Institute of Museum and Library services to create professional development for school librarians and other educators focused on racial equity and culturally sustaining pedagogy.  While the modules are tailored for librarians, they are free to access and could easily be used by faculty, administrators, instructional designers and anyone in the education sector looking to create a more inclusive curriculum.

Access the complete curriculum guide and free modules by visiting the Project Ready Getting Started webpage.

View the Project Ready Resources and Materials

UCLA Division of Equity, Diversity & Inclusion Implicit Bias Video Series

Heard the term "implicit bias" but not totally sure what it means? Interested in reading the seminal studies? Just like TED Talks? Animated videos? This is the place for you...

This series of 7 short videos on implicit bias are for public use and include essential content on the roots of implicit bias, the impact of bias on individuals and groups, and countermeasures to minimize it's impact.

View the UCLA Implicit Bias Video Series

Inclusive STEM Teaching Project Logo

Inclusive STEM Teaching Project

The Inclusive STEM Teaching Project is designed to advance the awareness, self-efficacy, and ability of STEM faculty, postdocs, graduate students, and staff to cultivate inclusive learning environments for all their students and to develop themselves as reflective, inclusive practitioners. In addition, these ideas and concepts are valuable to individuals in all aspects of education, such as high school teachers, instructors in the arts, humanities, law, medicine, social sciences, and other fields, as well as administrators and faculty developers.

Our modules cover the following themes designed to help instructors construct classroom environments that support the complexities that contribute to student persistence: social identity and its impact on learning; power, positionality, and privilege; inclusive course design; interruption of oppression and microaggressions; and evidence-based teaching.

Learn more and register for the Inclusive STEM Teaching Project


Inclusive Teaching Tips and Strategies

Inclusive teaching involves a deliberate effort by faculty to create a learning environment that attends to and supports the needs of students with a variety of backgrounds, learning interests, and abilities. Inclusive pedagogical strategies shape the dynamics in teaching-learning spaces, affect an individual's experiences in those spaces, and influence course and curriculum design. Inclusive teaching attends the range of identities in the classroom and helps all students feel equally valued.

As you think ahead to next semester, here are a few questions to consider:

  • Does your syllabus portray an inclusive and welcoming learning environment?
  • Do you have a plan for getting to know students and fostering student-student interaction? 
  • Do your instructional strategies include basic Universal Design for Learning (UDL) concepts?
  • Do you have a plan for disseminating content in multiple ways such as printed text, images, audio and video vs just lecturing from slides?
  • Will you provide students with multiple ways to express their comprehension and mastery of topics vs just assigning lengthy exams and papers?
  • How do you plan to tap into students' interests, challenge them appropriately, and motivate them to learn?

Latest Addition of Print Communication "One Inclusive Thing"

ONE INCLUSIVE THING: 
Responding to Cultural Diversity in the Classroom at GVSU
2019, Issue 3

Click the image above to download the PDF version

Download the ADA Accessible Version