The Office of Multicultural Affairs and The Teaching & Learning Center WAKE FOREST UNIVERSITY
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Transcript of The Office of Multicultural Affairs and The Teaching & Learning Center WAKE FOREST UNIVERSITY
ENGAGING AND SUPPORTING THE WAKE FOREST STUDENT:
PEDAGOGICAL APPROACHES TO SUCCESS
The Office of Multicultural Affairs and The Teaching & Learning Center
WAKE FOREST UNIVERSITY
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WELCOME
• Introductionso Alta Mauro
Director of the Office of Multicultural Affairs
o Hattie Mukombe, Associate Dean of Diversity Admissions
o Catherine Ross Director of the Teaching and Learning Center
• Who else is in the room and why?
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AGENDA
• What?o The case for increased awareness and
competence • So what?
o Who are our students of color and what assets do they bring to our classrooms and campus community?
o What challenges do they face?• Now what?
o What can we do to position them for success?
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DISCLAIMERS & LIMITATIONS
• We won’t cover it all.• The information shared will not reflect all
students in all settings / situations.• An intercultural mindset is more effective
than a monocultural one (IDI, LLC, 2012).o But generalizations are still possible.
• Supporting students of color benefits all students.
• The times, they are a’changin…
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WHAT?
• “Increased diversity on our campus will enrich the fabric of our own community and offer students even more opportunity to learn from one another-an opportunity that incoming students now eagerly seek” (WFU Strategic Plan summary, April 2006).
• Students of color are considered at-risk of stop-out / drop-outo Students at risk were more likely to be Hispanic or Black,
non-Hispanic (12 percent and 14 percent, respectively); Asian/Pacific Islander students and American Indian/Alaskan Native students was also similar (National Center for Education Statistics, 1997).
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SO WHAT?
• “…students who master course content but fail to develop adequate academic self-confidence, academic goals, institutional commitment, social support and involvement may still be at risk of dropping out” (Chandler, 2008).
• “Students must develop a strong affiliation with the college academic environment both in and out of class” (Chandler, 2008).
2008-2009
DIVERSITY ADMISSIONS
• Hattie Mukombe ‘04, MA ‘11• Associate Dean of Diversity Admissions
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2010
2011
2012
10,566
9,869
11,408
4,256
3,933
3,875
1,232
1,242
1,242
Total Incoming Class – Three Year Comparison
Enrolled Accepted Applied
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Enrolled
Admitted
Applied
305
1066
4107
281
973
3380
297
1130
3349
Minority Class - Three Year Comparison
2010 2011 2012
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Total Enrollment Minority Percentage
2010 1232 24%
2011 1242 23%
2012 1242 25%
Fall Freshman Class
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2010
Alaskan Native/ American IndianAsian/ Pacific Is-landerBlack, Non-Hispanic, African Ameri-canHispanic
2011
Alaskan Native/ American IndianAsian/ Pacific Is-landerBlack, Non-Hispanic, African AmericanHispanic
2012
Alaskan Native/ Amer-ican IndianAsian/ Pacific IslanderBlack, Non-Hispanic, African AmericanHispanic
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CHALLENGESAfrican American Enrollment
Private School Sticker Shock
Overall Diversity Enrollment
FAQWhat’s It Like?
Social Adjustment/Engagement
Professor Interaction Sense of Community
Food Graduation/Retention
Post-Graduation Benefits
Liberal Arts Curriculum
Affordability
Minority College-Going Rates
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• On-Campus Programming Recruitment Efforts
• Overnight Programs: VISIONS, MOSAIC• Multicultural Ambassador Team• Non-Profit Partnerships/Tours• International School Counselors Open Houses
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• Off-Campus Programming Recruitment Efforts
• Hometown Ambassadors Program• General Travel – VIP• High School Counselor Education• International Travel
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• Changes to Enhance Diversity
• Test-Optional • VISIONS diversity website• International Recruitment Travels• Tailored Correspondence/Communication• Ambassadors-In-Admissions structure – Hometown
Ambassadors Program• Partnerships and programming expansion with identified
Community Based Organizations• College Prep Workshops• Expansion of Multicultural Alumni-In-Admissions Program
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Scholarship Programs
•Talent Based Scholarships•Heritage Scholarships•Merit-Based Scholarships•Gordon Scholarships•International Scholarships•Magnolia Scholars Program•Other Scholarships
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DISCUSSION
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• Hattie L. Mukombe ’04, ‘11• Associate Dean of Admissions Diversity
• Wake Forest University• P.O. Box 7305
• Winston-Salem, NC 27109• [email protected]
• x3561
TEACHING EVERY STUDENT
CATHERINE ROSSTEACHING AND LEARNING CENTER
WAKE FOREST UNIVERSITY
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How can we foster learning environments in which diversity becomes one of the resources that stimulates learning?
students self
content pedagogy
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How can we foster learning environments in which diversity becomes one of the resources that stimulates learning?
students self
content pedagogy
REFLECTIVE PRACTICE
Questions to ask yourself
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REFLECTION QUESTIONS
• How do your own experiences, values, beliefs and stereotypes influence your knowledge and understanding of groups that are different from your own?
– Do I expect that Asian students will do better?
– Do I assume that all students of color are alike?
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REFLECTION QUESTIONS
• How do your own experiences, values, beliefs and stereotypes inform the way you interact with students whose racial background is different from your own?– Am I afraid of students whose
background differs markedly from mine?– Do I rationalize or tolerate lack of
participation from minority students more than I would from other students?
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REFLECTION QUESTIONS
• How do your own experiences, values, beliefs and stereotypes influence the way you behave in the classroom?– Do I call on all students equally?– How open am I to multiple modes of
discourse?– Am I impatient with students who are
non-native English speakers?
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www.projectimplicit.net
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INTERCULTURAL DEVLOPMENT INVENTORY
(IDI) • The Intercultural Development Inventory® (IDI®) is
a statistically reliable, cross-culturally valid measure of intercultural competence adapted from the Developmental Model of Intercultural Sensitivity.
• The IDI can be used for: – Individual assessment in coaching, counseling
situations – Group analysis in teambuilding efforts, and– Organizational-wide needs assessment for training
design • Alta Mauro and Steven Duke are Qualified
Administrators
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How can we foster learning environments in which diversity becomes one of the resources that stimulates learning?
students self
content pedagogy
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Stereotype Threat
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CLASSROOM BIASES
Definition of Stereotype ThreatClaude Steele at Stanford University
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CLASSROOM BIASES
Joshua Aronson speaking at Elon University, 9/14/12
What do students say?
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CLASSROOM BIASES
Minority undergraduates:• “If minorities are having trouble in class, it is because
they are not trying. You are made to feel that when you ask the professor for help, you are bothering them.”
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CLASSROOM BIASES
Minority undergraduates:• “Students come to a class with different prior
knowledge. It is better if the teacher explains some things rather than assuming the students know it from high school.”
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CLASSROOM BIASES
Minority undergraduates:• “In classrooms students of color don’t feel
comfortable because they may be the only minority and that makes them feel isolated. You feel as though because you are a black person, you shouldn’t be asking questions.”
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CLASSROOM BIASES
• Problematic assumptions?
• Raise our awareness of assumptions– about teaching and learning – about the learning capacities of students– about students’ beliefs about learning
capacity!
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CLASSROOM BIASES
• Problematic assumptions?
• For example: – Students will seek help when they are
struggling with a class.What happens when you fail?
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How can we foster learning environments in which diversity becomes one of the resources that stimulates learning?
students self
content pedagogy
WHAT CAN AN INSTRUCTOR DO?
More than you think…
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Great resource for knowing what to do in the classroom.
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Familiarize yourself with the conditions that activate stereotype threat in the classroom…
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….and how to reduce stereotype threat.
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THE SYLLABUS
• Setting the tone:– Institutional: Wake Forest seeks to be a
place where a vibrant and diverse learning community weds knowledge, experiences and service that lift the human spirit.
– Personal values: instructor statement– Expectations for communication
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THE SYLLABUS
Instructor values: I am committed to providing you with an excellent course experience within an atmosphere of mutual respect and trust. …I value academic excellence, academic integrity, and respect for one another….I expect all those participating in this course to abide by [WFU] policies concerning academic integrity, anti-harassment, and anti-discrimination…(p. 19, Branch, Mullennix, Cohn, 2007)
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THE SYLLABUS
Guidelines for communication:• We should respect diverse points of view. We
do not need to come to agreement on any particular issues; we can agree to disagree.
• Our use of language should be respectful of other persons or groups. As your instructor, I will NOT let injurious statements pass without comment. (Branch, Mullennix & Cohn, 2007)
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CLASSROOM ADVICE
• COMMUNICATION IS THE MOST IMPORTANT THING!– What to communicate?
• high standards for all• trust in student abilities to meet standards• curiosity and excitement > grades• positive expectations that are genuine,
challenging and realistic
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THE SYLLABUS
Explicitly stated information:• Clear objectives• Clear guidelines on how to succeed in
meeting objectives• Clear rubrics and rationales for grading• Clear instructions on studying for tests• Clear policies on make-ups, absences,
etc.
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INCLUSIVE CLASSROOM
• Create opportunities for all students to participate:– Don’t call on first student to raise hand
– Use pair and share techniques first to encourage more students to answer
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INCLUSIVE CLASSROOM
• Create opportunities for all students to participate:– Learn and use students’ names– How many of you would share your
thoughts on this question with us?– Group work to ensure everyone
participates
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INCLUSIVE CLASSROOM
• Convey same respect and confidence in abilities of all your students. – Instructor expectations self-fulfilling.
• Tell students you use high standards• You believe they can meet them
• Don’t try to protect any group of students• Be evenhanded in acknowledging good work.
(Tools for Teaching, Davis, 1993, p. 41)
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INCLUSIVE CLASSROOM
• Use metacognitive strategies to promote learning to learn (How Learning Works, pp. 210-211)
– Include requirement that students reflect on and analyze own performance on projects, test, assignments• What did you learn from doing this?• What skills do you need to work on?• How did you study for this? • What will you do differently next time?
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INCLUSIVE CLASSROOM
• Student development + Climate = Learning– Social and emotional gains that students make
during college are considerably greater than the intellectual gains over the same span of time
– Emotions can overwhelm students’ intellect if they have not yet learned to channel them productively
– How Learning Works, p. 157
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INCLUSIVE CLASSROOM
Starting with the affective dimension of learning—that is, all the evidence we now have that how students feel in class and about their
learning influences whether they’ll be successful—we must create a classroom
atmosphere that students see as being safe, welcoming and inclusive.
(Provitera McGlynn, p.34)
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INCLUSIVE CLASSROOM
• Summary:– Start where students are: make
connections to their lives, work, families, cultures, career aspirations…
– Use interactive, collaborative, student-centered learning methods
– Provide opportunities for success: prompt, thorough feedback and genuine concern for academic progress
(Heritage Rocks, To Improve the Academy, 2004,p.185)
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INCLUSIVE CLASSROOM
• Summary:– Be challenging and supportive…(realistic)
high expectations with study groups and other interventions
– Don’t be afraid of emotions. Teach hearts and minds…understand relationship between cognitive and affective
– Teach important new concepts at least 2 or 3 different ways; provide frequent opportunities for reflection, integration and synthesis
(Heritage Rocks, To Improve the Academy, 2004, p.185)
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INCLUSIVE CLASSROOM
Three key questions for faculty:1. Who are my students?2. What strengths do they bring to the table?3. What are their passions?
Uri Treisman, Professor of Mathematics, University of Texas, AAC&U Plenary Address
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IN SUMMARY
“…the most serious barrier to taking learning seriously lies in our failure to take individual differences seriously…but learning is about individuals, and improving learning is about
understanding what goes on in the mind of the learner.”
(What Do We Know about Students’ Learning and How Do We Know
It?, K. Patricia Cross, 2005)
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ENDNOTES
BibliographyAmbrose, S., M. Bridges, M. DiPietro, M. Lovett, & M. Norman. (2010).
How Learning Works. San Francisco: Jossey-Bass.Branche, J., J. Mullennix & E. Cohn. (2007). Diversity Across the
Curriculum. Bolton, MA: Anker Publishing. Cross, K. P. (2005) What Do We Know About Students’ Learning and How
Do We Know It?”. Center for Studies in Higher Education. University of California, Berkeley, CSHE.7.05.
Davis, B.G., (1993) Tools for Teaching. San Francisco: Jossey-Bass.Derek Bok Center for Teaching & Learning, Teaching in Racially Diverse
College Classrooms, Harvard University. Provitera McGlynn, A. (2007) Teaching Today’s College Students:
Widening the Circle of Success. Madison, WI: Atwood Publishing. Saunders, S. and Kardia, D. Creating Inclusive College Classrooms.
Center for Research on Learning and Teaching (CRLT), University of Michigan, Ann Arbor, MI.
Steele, C. (1999). Thin Ice: Stereotype Threat and Black College Students. The Atlantic.com.
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ENDNOTES
Please send comments and suggestions to:
Catherine RossTeaching and Learning Center
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DISCUSSION
Questions?
Comments?
Closing