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• 1 media/WhatCrop.jpg 2020-08-23T11:04:43-07:00 What: Culturally Responsive Teaching in Higher Education 24 image_header 1013087 2020-08-30T15:13:06-07:00 First examine syllabi to incorporate more inclusive language and strategy to foster an inclusive and equitable classroom approach. Consider your own level of comfort and understanding of diversity, equity, and inclusion topics relative to your course content. For individuals new to course development and teaching strategies, start with your why.
  
  Culturally Relevant Pedagogy is a teaching approach developed by Dr. Gloria Ladson-Billings in the early 1990s that embeds students’ cultural identities and opportunities to challenge stereotypes and inequities while learning disciplinary content.

  Curated Relevant Content

  Read

  • Patton, L. D. (2016). Race, equity, and the learning environment: The global relevance of critical and inclusive pedagogies in Higher Education. Stylus Publishing, LLC.
  • Thurber, A., Harbin, M.B., & Bandy, J. (2019). Teaching Race: Pedagogy and Practice. Vanderbilt University Center for Teaching. Retrieved [8/23/2020].
  • Sue, D. W. (2016). Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race. John Wiley & Sons.
  • Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.
  • Ginsberg, M. B., & Wlodkowski, R. J. (2009). Diversity and motivation: Culturally responsive teaching in college. John Wiley & Sons.
  • Cole, C.E. Culturally Sustaining Pedagogy in Higher Education: Teaching so That Black Lives Matter. Equality, Diversity and Inclusion: An International Journal, vol. 36, no. 8, 2017, pp. 736–750.
  • Hales, K. G. (2020). Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race. CBE—Life Sciences Education, 19(2), es2.

  Experience

  • Check out more opportunities to learn and engage at the Academy for Diversity, Equity, and Inclusion

  Curated Course Structures and Components

  • Michigan LSA, Getting Started with Inclusive Teaching
  • Michigan LSA, Incorporating Language About Gender-Based Violence and Sexual Abuse Into Your Course Syllabus
  • ACUE Inclusive Teaching Practices Toolkit
  • Project READY, Module 2: History of Race and Racism
  • National Museum of African American History and Culture, Talking About Race
  • Racial Equity Tools
  • Center for Teaching and Learning Inclusive Teaching and Learning Page

  Listen

  • 1619 Project
• 1 2020-08-27T15:50:55-07:00 Information Literacy 21 plain 1015791 2020-08-30T15:10:59-07:00 A 2018 Pew survey of us adults revealed that 43% of us get our news from Facebook, and another 21% from YouTube. Deep fakes are now a part of our political landscape, fooling people into believing things that simply aren’t true. Teens in Macedonia get paid to post lies about hot button issues on social media, and you can buy 13k likes on Instagram for as little as 10 Euro according to a 2019 NATO study. Many of us are unsure how to interpret data visualizations, or understand how the peer review process privileges certain types of authority over others.
  
  What do all of these things have in common? They’re facets of information literacy, and they affect all manner of life – personal and professional.

  Learn More about Information Literacy:

  • ACRL Framework for Information Literacy in Higher Education
  • Information Literacy in the Disciplines
  • Metaliteracy aligned with ACRL Frames
    • Developed out of Information Literacy, Metaliteracy is a way to frame information literacy within pedagogy.
   

  Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. It is a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities. Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies. Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online. – Jacobson and Mackey, 2011

  
  To learn more, check out Metaliteracy.org
  
  
  
  
  

  Curated Course Structures and Components

  • Full Courses & Syllabi
    • Check Please Starter Course on Misinformation - embed a module into your course
    • Calling Bullshit – University of Washington course, data focus
    • Civic and Online Reasoning
  • Assignments & Lesson Plans
    • ACRL Framework Toolkit
    • Metaliteracy in Practice – assignments and exercises
    • Teaching Tolerance Lesson Plans – filtered for 9-12, Digital literacy
  •  Other course materials
    • Fake News Guide
    • 2019 Novel Corona Virus Guide
    • Information Literacy Skills in the Workplace – Oklahoma State University; premade Canvas module
  • Partners in Information Literacy
    • WU Libraries Instruction Page. Work with a subject librarian at WU Libraries to integrate information literacy into your course.

  Curated Relevant Content

  Read

  • Weapons of Math Destruction – Common Reader book 2020
  • Student's Civic and Online Reasoning National Report
  • Project Information Literacy, check out their report on how students engage with the news
  • Infodemic Blog from Michael Caulfield

  Listen

  • Teaching Tolerance The Mind Online Podcast - Digital and Information Literacy - Episode One: The Digital Literacy Universe
  • Teaching in Higher Ed – Yes Digital Literacy, But Which One; Mike Caulfield is the guest discussing digital information literacy

  Watch

  • How biased are our algorithms?
  • What do we with big data?
  • How statistics can be misleading
  • What it means to be racially literate?

  Experience

  • Test your ability to spot fake news in your social media feed with
    • Newlist.org
    • FakeOut
    • Factitious
    • Checkology
  • Sign up for The Sift, a newsletter from the News Literacy Project. They often have great tips, lesson plans, and activities to share.
• 1 2020-08-27T15:50:27-07:00 The 2020 Election 16 plain 2020-08-30T15:12:56-07:00 The youth voter turnout rate consistently falls below national averages. Students at Washington University are no exception. One best practice for addressing this disparity is integrating election content into classrooms.
  
  Connecting students’ area of studies to relevant policies and political platforms and emphasizing the importance of voting as a response to material learned in the classroom has been proven to increase student voter turnout. In addition, students face numerous procedural barriers to voting.
  
  Many students have never voted before and must navigate various processes, deadlines, and forms in order to successfully vote on Election Day. Including voter education as part of the classroom education experience will address many of these barriers and equip students with the information necessary to complete the steps needed to vote in a timely and accurate manner. Given the University’s interest in increasing the voter turnout rate among its students, adding elections content to courses is crucial.

  Curated Course Structures and Components

  • Full Courses and Syllabi
    • Project Pericles syllabus repository
      • Computer science course example
      • English course example
      • Interdisciplinary humanities course example
  • Assignments and Lesson Plans
    • Periclean Voting Modules
    • Congressional Candidates and Policy assignment from Dr. Anne Kruchten
    • Teaching Tolerance 2020 Election Plan
    • Institute for Democracy and Higher Education Facilitating Political Discussions guide
  • Other materials
    • Gephardt Institute for Civic and Community Engagement Faculty Voter Engagement Resource This webpage has been curated especially for Washington University faculty. It includes election resources to add to courses, including syllabus language, PowerPoint slides, Canvas announcements, and more.

  Curated Relevant Content

  Read

  Articles about integrating voter engagement into courses
  • Pedagogical Value of Polling Place Observation by Students
  • I’ll Register to Vote If You Teach Me How: A Classroom-Based Registration Experiment
  • Embedding Engagement in a Political Science Course: Community College and University Students and the Help America Vote College Poll Worker Program
  General Reading
  • Institute for Democracy and Higher Education Election Imperatives 2020 Note faculty-specific strategies on pages 8 and 9.
  • Making Sense of... The Vote-By-Mail Conversation file:///C:/Users/linds/Downloads/Making Sense of - The VBM Conversation.pdf need new link. Or PDF to link to in box
  • Block the Vote: Voter Suppression in 2020

  Listen

  • Young Activists Pour Energy Into Protests, But What About the Election?
  • Vote! The Podcast

  Watch

  • Suppressed 2020: The Fight to Vote
  • The Power of the Youth Vote

   

  Experience

  • Volunteer at the on-campus polling location
  • Engage Democracy events – The Gephardt Institute for Civic and Community Engagement will be hosting civic education events throughout the semester. These will include events that discuss important policy issues, how the pandemic is affecting the vote, and more.
  • Become an academic voter engagement hub – Some WashU academic departments have been trained on voter registration and voter engagement strategies to better help the students in their department turn out to vote. If you are interested in having some members of your department trained, please contact Lindsay Gassman, Voter Engagement Fellow, at lindsaygassman@wustl.edu.
  • Be a poll worker. Please note that this activity has heightened risk at this time. The Gephardt Institute is not encouraging this for students this year.
• 1 2020-08-29T05:57:48-07:00 Engaging with Community 8 plain 2020-08-30T14:13:23-07:00

  Watch

  • Ready, Set, Engage! Principles and Practice of Community Engagement

  Respectful Frameworks

  How We Regard Others: Moving from Deficit to Asset Based Frames

  Asset-Based Community Development (ABCD)

  Read

  • ABCD: The Essentials
  • Fostering eABCD: ABCD in Digital Service-Learning

  Course Components

  • Using Community Capitals to Develop Assets for Positive Community Change

  Moving from Designating Damage to Researching for Desire

  Read

  • Suspending Damage: A Letter to Communities

  How we understand ourselves

  Cultural Humility vs. Cultural Competence

  Watch

  • Cultural Humility

  Locating Ourselves

  Read

  • Where Am I? Locating Myself and its Implications for Collaborative Research
  • Combahee River Collective Statement

  Troubling Our Motivations and Intentions

  Read

  • Good Intentions Pave the Way to Hierarchy: A Retrospective Autoethnographic Approach
  • Blaming the Victim by William Ryan
  • False Hope vs. Critical Hope
  • “Overcoming” Disability -- The Mountain by Eli Clare

  Course Components

  Anatomy of An Ally. This toolkit can be used with students to explore motivations for community engagement, reflect on them, and use those reflections to inform opportunities for growth.

  Reciprocal Partnerships

  Read

  • Principles of Partnership
  • Perceptions of Partnership: A Study on Nonprofit and Higher Education Collaboration

  Course Components

  • Building and Maintaining Partnerships. This site covers many different considerations and also provides concrete tools. To start exploring, begin by reading the overview page, but be sure to click on the “Guides” link and anything else that interests you.
  • A Guide to Reciprocal Community-Campus Partnerships
• 1 2020-08-29T05:58:11-07:00 Assessing Community Engaged Courses 4 plain 2020-08-30T12:29:16-07:00 Assessing Community Engaged Course is important to
  • Support your students learning and development
  • Support you to improve your course and the community engagement project
  • Create accountability for meeting community partner objectives
  • Contribute to the development of new knowledge about Community Engaged Pedagogy
  There are two generally understood forms of assessment in courses:

  Formative Assessment

  Formative assessment is ongoing throughout the semester/project.  These assessments are meant to help you understand where you are in the learning/project process so that you can make any needed adjustments to improve your outcomes.  Formative assessments are meant to relatively quick, require a small investment of time and energy, and be relatively low stakes.  Reflection papers, exercises, discussions, etc. are often used as formative assessments. 

  Student Learning

  Course Components

  Student learning formative assessments. These strategies can be modified for your community engaged learning project and to connect the academic learning with the community engaged learning.

  Project Development

  Community Engaged project assessment:  Just as you check-in regularly with your students about how their learning is developing, you should also be intentional about creating check-ins with your community partner to learn how the project is developing.  Following are some things you might check in with your partner about throughout the course.
  • Communication between students and faculty and your community partner
    • Are students communicating appropriately (tone and frequency) with community partner and their constituents?
    • Are communications between faculty member and community partner frequent enough? Are communications in the right form (meeting, phone, email, text, etc.)?  Addressing the right topics?
    • Should faculty and community partners communicate together with students or is it enough for faculty to be communicating with students, community partner to be communicating with students, and faculty and community partner to be communicating?
  • Students’ preparation. Have students been adequately prepared to be successful in their work on the project?  Are there things they should learn that you did not anticipate at the outset of the project?
  • Is there additional training or support that the community partner or their staff needs to fully participate (training on a particular software being used for the project)?
  • Timely progress on community engaged project.  If the project is proceeding more slowly than expected, are the adjustments that need to be made?  If so, make sure to collaboratively plan these adjustments with our partner.
  • Quality of the work being done for the community engaged project.  If the quality is not up to a reasonable standard, what changes could be made?  If the quality is high, what has contributed to that?
  • Unanticipated benefits or challenges.

  Summative Assessment

  Summative assessments are used to evaluate whether course learning/project outcomes have been achieved. These assessments are done at the end, or/and after the completion, of the course and/or project. Summative assessments are typically more effortful and take more time that formative assessments and are higher stakes.
  
  Students learning may be assessed by assignments in your course. Examples include final paper, their final product for the community engaged project, or on a final exam. These assessments contribute to a student’s grade for the course.
  
  After the completion of the project, you can assess student development through non-graded means (e.g. course evaluations, surveys, focus groups, interviews etc.), and don’t forget to measure community impact as well

  Read

  • Assessing Service-Learning and Civic Engagement, Principles and Techniques (2nd Ed), Chapter 3 “Student Impact” and Chapter 5 “Community Impact”
  • Sam Fox Blue Pages Guide on Project and Program Evaluation
  • Other Assessments to consider:
    • Civic-Minded Graduate
    • Civic Engagement VALUE Rubric
    • Service-Learning Quality Assessment Tool (SLQAT)