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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 media/Teaching Schema 6-05.jpg 2020-08-19T15:21:36-07:00 St. Louis Context for Teaching Schema 21 plain 2020-08-30T15:11:31-07:00 We live, we teach, and we learn in St. Louis. It only makes sense that we integrate St. Louis in its many contexts – social, political, historical – into our work through research and teaching.
  Contextualizing St. Louis can help bridge the divide between theory and practice, giving our work renewed relevance and make its impact tangible and visible to our students and the broader community. Our connection to place strengthens a sense of purpose and belonging that’s invaluable to understanding how we ourselves can positively impact social fabrics.  
  
  The resources provided below are meant to be a starting place. They should open up new lines of inquiry and better position us to introduce St. Louis to our work and our classrooms. When contextualizing St. Louis, it is important to complicate dominate narratives with the inclusion of many voices, for that reason, no list of resources would ever suffice to help one say they “know St. Louis." Knowing St. Louis is a continued action in which we always seek new knowledge, new histories, new stories, and new voices. Including a cross section of voices and perspectives often means presenting students with opposing storytelling and asking them to make sense of it – we must do the same. Some of that work is done directly with community through community engaged learning, but that work can also be done by developing relationships with our neighbors and welcoming community voice into our professional domains.  

  Curated Relevant Content

  Read 

  • Forward Through Ferguson Report
  • Dismantling the Divide Report
  • Monument Lab St. Louis Special Bulletin Series https://pulitzerarts.org/feature/monument-lab-st-louis-special-bulletin-series/ 
  • Mapping Decline: St. Louis and the American City (Book & Website)
  • The Seeds of Regionalism Fragmented By Design: Why St. Louis Has So Many Governments
  • Dr. John A Wright, Sr. Book Series 
    • African Americans in Downtown St. Louis
    • African American St. Louis 
    • Kinloch: Missouri’s First All Black City
    • The Ville: St. Louis
    • St. Louis: Disappearing Black Communities 

  Watch

  • Nine Network | Living St. Louis
  • Mean Streets: Viewing the The Divided City Through the Lens of Film and Television
  • St. Louis Superman (Trailer)

  Listen

  • We Live Here (Podcast)
  • Monument Lab rethinks memorials and historic sites of St. Louis
  • The Broken Heart of America (St. Louis On the Air)

  Experience

  • State Historical Society of Missouri Digital Collections
  • Humans of St. Louis
  • The In St. Louis Project
  • Documenting Ferguson
  • Mapping LGBTQ St. Louis
  • The Academy for Diversity, Equity, and Inclusion offers Zoom learning sessions with a series, In St. Louis
  • Missouri Historical Society Research Library
    • See STL Tours, including Virtual Tours
    • The History at Home (Interactive Activities)
  • Local Museums 
    • The Griot
    • The Vashon Museum
    • MO History Museum
    • Scott Joplin House
• 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 2020-07-28T14:57:05-07:00 Trauma informed pedagogy 13 plain 2020-08-30T13:49:51-07:00
  • What it is: To be trauma-informed in the context of higher education means a) to understand the ways in which violence, victimization, and other forms of trauma can impact students, teachers, and staff and b) to use that understanding to inform educational policies and practices in order to minimize the possibilities for (re)traumatization and maximize the possibilities for learning and growth (adapted from Butler, Critelli, & Rinfrette, 2011; Carello & Butler, 2014, 2015; Harris & Fallot, 2001) – Carello, J. (2020) Trauma Informed Teaching and Learning in Times of Crisis.
  • What principles are presented – safety, support and connection, collaboration & mutuality, trustworthiness & transparency, empowerment, choice, and voice; social justice; resilience, growth, and change - Trauma Informed Teaching and Learning Principles

  Learn More

  Experience

  • Training from Magna: Trauma-informed Pedagogy: Teaching in Uncertain Times. $39; purchase on demand.

  Read

  • Davidson, S., & Northwest, E. (2017). Trauma-informed practices for postsecondary education: A guide. Education Northwest.
  • Trauma Informed Teaching blog
  • Teaching Tolerance,A Trauma-Informed Approach to Teaching Through Coronavirus
  • Examples of Trauma-Informed Teaching in College Classrooms

  Watch

  • Trauma Informed Teaching and Learning (for teachers), Mays Imad (YouTube)
• 1 2020-07-28T14:58:18-07:00 Inclusive pedagogy 11 plain 2020-08-30T14:01:36-07:00 What it is: An overarching framework for creating an engaging, motivating and welcoming learning space for students of all backgrounds. It starts with backward course design by first developing learning goals and achievable outcomes for the course. Embedding opportunities for transparent assignments and active learning through sharing, collaboration, reflection, inquiry, and interdependence allows students to co-create knowledge and deepen one’s learning. Inclusive pedagogy draws from educational, psychological and cognitive research on stereotype threat, belonging and mindsets and provides strategies on what inclusive classrooms look, sound, and feel like.

  Learn More

  General Inclusive Teaching Principles

  Read

  • ACUE Inclusive Teaching Practices Toolkit
  • Center for Teaching and Learning, Inclusive Teaching and Learning
  • Columbia Center for Teaching and Learning, Guide for Inclusive Teaching at Columbia
  • Vanderbilt Center for Teaching, Increasing Inclusivity in the Classroom

  Experience

  • Abolitionist Teaching Network Guide for Racial Justice & Abolitionist Social and Emotional Learning (PDF)

  Contemplative Pedagogy

  Read

  • Columbia Center for Teaching and Learning, Contemplative Pedagogy

  Course Design Principles, Universal Design of Learning, Transparency in Assignments

  Read

  • The UDL Guidelines
  • Vanderbilt Center for Teaching, Understanding by Design
  • Center for Teaching and Learning, Course Design and Preparation

  Watch

  • TILT Higher Ed, Transparency in Learning and Teaching

  Growth Mindset

  Read

  • Transforming Education, Growth Mindset Toolkit

  Stereotype Threat

  Read

  • Center for Teaching and Learning, Reducing Stereotype Threat
  • The Sheridan Center for Teaching and Learning, Strategies and Resources about Stereotype Threat

  Active Learning

  Read

  • Center for Teaching and Learning, Active Learning
  • Michigan CRLT, Introduction to Active Learning
• 1 2020-07-28T14:55:53-07:00 Critical digital pedagogy 9 plain 2020-08-30T13:42:47-07:00
  • What it is: …precisely not about using digital technologies for teaching; rather, about approaching those tools from a critical pedagogical perspective. So, it is as much about using digital tools thoughtfully as it is about deciding when not to use digital tools, and about paying attention to the impact of digital tools on learning. – Hybrid Pedagogy
  • What principles are presented – open education, sharing of resources, syllabi, lesson plans, etc., social constructivism, student-centered learning, student directed learning.

  Learn More

  
  

  Experience

  Digital Pedagogy is about Breaking Stuff: Toward a Critical Digital Humanities Pedagogy, Jesse Stommel
  
• 1 2020-07-28T14:56:42-07:00 Open pedagogy 8 plain 2020-08-30T13:45:36-07:00
  • What it is: Open Pedagogy as an access-oriented commitment to learner-driven education AND as a process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part. – Open Pedagogy Network
  • What principles are presented – participatory technologies, people/openness/trust, innovation & creativity, sharing ideas & resources, Connected Communities; learner generated, reflective practice, and peer review.

  Learn More

  Read

  • Hegarty, B. (2015) Attributes of Open Pedagogy: A Model for Using Open Educational Resources.
  • Sinkinson, C. (2018) The Values of Open Pedagogy. Educause Review.

  Experience

  • Open Pedagogy Notebook
  • Examples of renewable assignments
  • Iterating Toward Openness
• 1 2020-08-28T19:25:10-07:00 What: Curated Course Structures and Components 7 plain 2020-08-30T13:00:05-07:00 In the section “Some Hows for Community Engaged Courses” from this Teaching Schema, resources were organized topically. There were readings, videos, and podcasts, as well as some concrete tools that you could use for designing components of your community engaged courses. This section includes those course design tools and also adds additional resources that you may find helpful.

  Full Courses & Syllabi

  • Course Design Blueprint, created by Maine Campus Compact for the Fusion Course, to “map out how you plan to integrate community-based learning into your online course and will help you design a community-based project.” (pdf in folder)
  • Campus Compact hosts a Syllabi Archive for community engaged courses. You can filter this archive by Discipline, Types of Instruction, Institution Type, Service Type, and Issue Area. To filter the archive, you will need to scroll down to see these options in the bar that runs along the left side of this page.

  Assignments & Lesson Plans

  • Civic Agency Workshops. A “series of experiential workshops…organized into the three themes—Self, Us, and Now—following Marshall Ganz’s public narrative framework.”
  • Bonner Program Curriculum “to help students develop knowledge, skills, and values to engage in community well-being and social change efforts. On their 8 Themes Curriculum page, scroll down and click on the underlined topics that interest you.
  • Reflection models. (More reflection resources available in the “Linking Academic and Community Learning”)
  • Anatomy of an Ally Toolkit. 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. (Also found in “Engaging with Community”)

  Other Resources

  • Curriculum Collaboration Project Proposal. Template for outline mutual understandings and expectations for collaboration on a proposed project in a class.
  • Sam Fox Office for Socially Engaged Practice Blue Pages “outline effective practices for working with individuals, communities, and organizations on social engaged projects.” They cover topics like,
    • Entering and Exiting Communities
    • Identifying Strong Partners
    • Representing People: Photography & Visuals 
    • Working with Minors
  • Using Community Capitals to Develop Assets for Positive Community Change
  • 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. (Also found in “Engaging with Community”)
  • A Guide to Reciprocal Community-Campus Partnerships (Also found in “Engaging with Community”)

  Curated General Resources

  The following organizations are engaged in ongoing work on campus and community collaborations, including conferences, online resources, podcasts, and webinars.

  Read

  • Campus Compact
  • Bonner Foundation
  • AAC&U Civic Prompts: Civic Learning in the Major by Design
  • Community-Campus Partnerships for Health
  • Imagining America
  • International Association for Research on Service-Learning and Community Engagement (IARSLCE)

  Listen

  • Campus Compact Podcast https://compact.org/podcast/

  Watch

  • Campus Compact's YouTube channel has recordings of their 2020 Virtual Conference Sessions and recordings of previous webinars
  • Communities in Partnership: Ensuring Equity in the Time of COVID-19

  Experience

  • Campus Compact Webinars
  • AAC&U Webinars
• 1 2020-08-30T12:33:47-07:00 Moving Community Engaged Courses Online 2 plain 2020-08-30T14:33:08-07:00

  Experience

  • Recommendations for Partnerships During COVID-19
  • Types of online engagement opportunities
  • Center for Social Concerns: Community-Based Learning Teaching, and research during COVID-19

  Read

  • E-Service-Learning: The Evolution of Service-Learning to Engage a Growing Online Student Population by Waldner, McGorry, & Widener
  • Teaching and Learning Social Justice through Online Service-Learning Courses by Guthrie and McCracken
  • Making a difference online: Facilitating service-learning through distance education