This seminar will provide instructors with explicit strategies for teaching and promoting inclusivity in classrooms and academic departments. Topics will cover addressing microaggresions; fostering allyship; and building alliances with faculty, instructors, and students from underrepresented minority and historically oppressed groups.
Date, Time, Location
No longer available
Comments from participants
The following comments from participants were retrieved from the 2018 evaluation report.
What was the single most helpful idea or insight you got from today's session?
- "That there is a universal design for classes to help all students not just those with disabilities."
- "How to make students feel welcome: use of pronouns, statement in syllabus, class discussions."
- "Meeting people outside of humanities and hearing different viewpoints on teaching."
- "Time management and the group activity."
- "Get to know your students as individuals, learn their names and pronounce them correctly and don't make stereotypical assumptions about them."
- "Weighing some people's privileges over others' barriers."
- "It was helpful to hear from students."
- "The importance of making an inclusive environment."
- "The increased awareness of microaggressions and implicit bias and strategies."
- "Ideas for helping to set an inclusive class culture - especially from the student panel."
- "That WMU needs to devote more resources to LGBTQ education & awareness."
- "Understanding implicit bias in the classroom and the workplace."
- "I thought of some connection-making ideas differently from what I'm used to thinking of."
- "The extent of bias in the tenure and promotion process."
- "You need to develop relationships across departments."
- "It increased my awareness of the number of things I need to learn."
- "The idea of using participation logs in classes."
- "Dispute ideas, not people!"
What do you plan to do differently in your professional life based on what you learned today?
- "Think more about the way I teach courses and how I present information."
- "I will think of ways to encourage students of all backgrounds to participate in class in a non-threatening way."
- "To more explicitly build a culture of inclusivity in the classroom."
- "Be even more mindful of potential microaggressions."
- "One thing I will do differently is ask the students what sort of feedback is helpful to them."
- "Ask culturally relevant and sensitive questions to learn more."
- "I plan to become more aware of how I communicate and interact with others."
- "This session increased my consciousness during one-to-one and classroom encounters, so I can check thinking and behaviors and implement strategies to create a safe classroom environment."
- "Try to get implicit bias training for our unit."
- "Think about my biases, how I speak to students and staff."
- "Not be afraid to get to know more people."
- "What I can do to advocate for myself and resources to help navigate the (tenure) process."
- "Work on supporting other faculty."
- "Start to manage my time and priorities differently."
- "Be more aware and reflective of my thinking and approach that may be considered as implicit bias."
- "Thank you for preparing such practical, helpful materials. I also appreciated hearing the personal experiences with microaggressions; this was an eye-opening portion of the program for me."
- "I really enjoyed all of it."
- "Great location / facility / food / parking."
- "The presenter was great."
- "Excellent job. I appreciated the session being interactive!"
- "Thank you for supporting faculty and staff with quality educational offerings."
- "I appreciate the information provided."
- "Thank you for a super day of education!"
- "All the presenters were good. I applaud them for sharing their stories. Diversity and inclusion training should be made mandatory for every division and department with some form of accountability required for the leadership."
- "What a dynamic speaker. Enjoyed the talk."