TIDE Workshop Series
While there’s no magic wand to waive over a course component and suddenly make it equitable and inclusive, there are many commonalities across research on culturally responsive teaching and questions to consider as faculty look at materials such as syllabi, lesson plans, and assignments. This session will demonstrate different tools (checklists, rubrics, and frameworks) that you can use to consider how well course components are designed to support culturally responsive and inclusive teaching practices.
Disaggregating student data; which refers to analyzing data in our courses and sections with attention to characteristics such as ethnicity, gender, age, and intersectionalities; can help faculty to recognize trends in student performance and any needs to adjust teaching to remove barriers to student success. In addition to providing further clarity on what disaggregating data means and why it’s importance, this workshop will show faculty how they can use available tools at ECC to analyze their student data and what to do when analyzing it.
Owning your “I don’t know” can be both liberating and scary, as a teacher. This workshop will focus on ways that faculty can maintain cultural humility and a growth mindset for themselves as they develop in equitable and inclusive teaching practices.
Even when instructors know that an upcoming class discussion will be difficult, such as studying sensitive course topics or addressing significant campus or national news, it still leaves many wondering the best approach to take. This workshop will describe strategies for a) preparing for and b) facilitating difficult conversations in a synchronous class setting. In addition to learning about specific strategies, participants will discuss case studies of difficult classroom conversations.
Difficult course conversations don’t always give us advance notice. This workshop will detail ways to lead challenging class conversations that weren’t planned. Examples include responding to microaggressions when they occur in a class and making sure heated classroom discussions remain affirming and fruitful. In addition to learning about specific strategies, participants will discuss case studies of difficult classroom conversations.
For many instructors, difficult conversations with students and difficult conversations with colleagues might look like apples and oranges. This workshop is intended to educate participants in productive ways to have difficult conversations with colleagues, as both speaker and listener. We will discuss strategies and analyze approaches from examples in both formal settings such as meetings and informal settings like hallway and office conversations.
To bolster students’ engagement and self-efficacy, it is a crucial that faculty proactively include diverse representation in teaching materials and seek to recognize how their own attitudes and beliefs impact their curriculum choices. This workshop focuses on ways to intentionally choose teaching materials (readings, videos, examples) and curriculum resources that represent and matter to our students.
When setting course policies in a syllabus, many instructors fall back on decades-old policies that reflect their own experience as students. Given how inequitable higher education has been traditionally, we must question these policies and determine how we can run our classes to promote success for all students, including those students who have historically been marginalized in college classrooms.
This workshop will discuss questions to consider regarding policies on grading and participation and curriculum decisions, in an effort to consider what is being explicitly valued in a course and who is being implicitly supported.
Fatness is rarely considered in conversations about equity, diversity, and inclusion even though anti-fat bias is pervasive within our society. Without tools and context to examine the intersectional impact of anti-fat bias, we cannot create learning spaces that truly recognize and value the experiences of all of our students. This workshop focuses on developing language and historical context, identifying systemic bias, and providing strategies for creating a more inclusive learning environment.
Through strategies like soliciting student feedback, providing students choices at appropriate times, and emphasizing holistic well-being, instructors have many opportunities to empower students in a course. The workshop will detail strategies designed to view students through an asset rather than a deficit mindset and share lessons learned from seeking to share course agency with students.
What's in a Name? Chosen Names and Respecting Our Students F Jan 29, 2021 2:30- 3:30pmFacilitators: Lori Clark (English) and Liddy Hope (Human Services)
Presented by T.I.D.E. (Teaching/Learning for Inclusivity, Diversity, and Equity), in this workshop, we’ll discuss the importance of students’ names and how being intentional with students’ names can help create a sense of belonging in a course. During the session, we’ll introduce faculty to the new ability to use preferred pronouns and chosen name in ECC electronic platforms. We’ll also consider how the ways we address our students can create a culture of respect in a course.
Navigating Mental Health in the "New Normal"F Mar 5, 2021 3:00- 4:00pmFacilitators: Wellness Services
Presented by T.I.D.E. (Teaching/Learning for Inclusivity, Diversity, and Equity), in this workshop, we’ll consider how the collective trauma of COVID-19 has changed how we live our lives. As we continue to move forward, our students enter the classroom with the sustained stress of a global pandemic. However, so do we! This presentation will help develop trauma sensitive awareness for assisting students, colleagues, and ourselves during these unprecedented times.
Diversity! Equity! Equality! What Do These Mean? Why Should We Care? F Apr 2, 2021 3:00- 4:00pmFacilitator: Peter Han (Humanities)
Presented by T.I.D.E. (Teaching/Learning for Inclusivity, Diversity, and Equity), in this workshop, we’ll examine the meaning of diversity, equity, and equality to see if we
- Are understanding and using them accurately.
- Find these terms to be complementary or contrasting.
- Notice our thoughts on these meanings affect our teaching practices.
Undocumented Student Support Training, Part 1: Information and Awareness F May 6 9:00- 10:30am (Online via Zoom)Facilitators: Manuel Salgado (Psychology), Vinny Cascio (Wellness Services), Elena Gardea (Adult Education), Elizabeth Herrera (Advising), Sean Jensen (Transfer Services), and Marlen Ruiz (Advising)
This workshop will discuss the experience and unique challenges faced by students who are undocumented. Content will include information regarding legal, financial, and mental health concerns faced by undocumented students and what resources are available.
Note: The May 6 workshop offering is specifically for Student Services.
Undocumented Student Support Training, Part 2: Application of Strategies & Support F May 13 9:00- 10:30am (Online via Zoom)Facilitators: Manuel Salgado (Psychology), Vinny Cascio (Wellness Services), Elena Gardea (Adult Education), Elizabeth Herrera (Advising), Sean Jensen (Transfer Services), and Marlen Ruiz (Advising)
This workshop is a continuation of the Part 1 training and provides participants the opportunity to adopt strategies to use when helping Undocumented students navigate the Higher Education system. Part 2 training will incorporate the usage of student case studies guiding participants to conceptualize the various challenges and barriers undocumented students experience, identify on-campus resources, and provide support.
Note: The May 13 workshop offering is specifically for Student Services.