Session Abstracts

Dr. Helene Krauthamer, Dr. Bethany Monea, Dr. Cherie Ann Turpin

In this panel, members of the CAS DEI Committee will present multidisciplinary strategies on course design, assignments, and assessments for courses that support the committee’s mission for Diversity, Equity, and Inclusion. We will provide examples from our experiences, reflecting on lessons learned. We will also discuss the importance of academic freedom in meeting our mission goals.

Learning Objectives

• Evidence-based and practical tips for creating a more inclusive and diverse learning environment by inviting students to demonstrate their learning through multiple media
• How to assess these projects
• The impact of pronouns
• Classroom approaches to pronouns
• Insights concerning DEI issues

Developing Implementation Fidelity Data to Align Outcomes for Teaching Ethics

Dr. Andrea Adams

Implementation fidelity data have been used to measure the alignment of curriculum, pedagogy, and assessments with the intervention students received to better interpret assessment results. This practice links learning improvements to specific interventions to aid in selecting the most effective intervention or in making informed changes. Moreover, scholars have recently questioned the effectiveness of the different learning modalities (face-to-face, hybrid, and online) for teaching ethics. This presentation discusses the development process and initial outcome of collecting implementation fidelity data for the Ethics in Public Service course and its potential use for other ethics curricula.

Learning Objectives

• Understand the benefits of integrating “Implementation Fidelity Data” in course design
• Discuss emerging factors that affect modality attributes for effective ethics instruction
• Participation in intervention alignment exercise for ethics courses

Modeling a Diversity Curriculum Through Local Cultural Diplomacy Opportunities

Dr. Jasmine Noelle Yarish, Ms. Daniela Tinajero Ortiz

Since the launch of the Global Studies concentration in Spring 2021, student participation has steadily increased. This presentation will highlight a UDC senior pursuing the concentration who embraced the opportunity to formulate a bilateral policy proposal spearheaded by the Deputy Chief of Mission at the Mexican Embassy to the US and students at American University to commemorate the 200th anniversary of establishing diplomatic relations. This presentation will also feature the successful completion of this opportunity, mirroring the student learning outcomes central to UDC’s IGED capstone sequence while embedding UDC pedagogy beyond the formal classroom.

Learning Objectives

• Increase awareness of the Global Studies Concentration Curriculum and Pedagogies at UDC
• Identify high competency for the Global Learning Value Rubric (AAC&U) amongst candidates for student ambassadorship between higher education institutions
• Demonstrate alignment with high-impact practices for capstone courses (e.g., IGED 391/392)

Dr. Kelli Hill

In traditional African theatre, the Griot is the storyteller of history and culture. According to Carl Jung, people from the same background or community often share a collective unconscious. When I combine these concepts, I find students are willing to engage in open discussions and storytelling to create a Push/Pull pedagogy for shared experiences in the classroom. Countless statements from mid-term surveys and student evaluations express an appreciation for the open discussions, stories shared for examples, and a sense of transparency. Transparency creates a reason for students to observe lessons; it motivates them to learn and it keeps them engaged.

Learning Objectives

• Create Icebreaker Discussions for transparency
• Discuss topics relevant to students using responses from Icebreaker Discussions
• Reflect on stories related to lesson topics to engage students
• Practice Push/Pull strategies for reciprocal participation

Fostering Belonging and Leading Change

Dr. Aparajita De, Dr. Helene Krauthamer

Numerous studies have indicated that our current student population is undergoing a mental health crisis to which we in higher education need to respond. This presents challenges to professors as we struggle to maintain high educational standards while also accommodating to the needs of our students. This is particularly significant as we now face classes of students who have spent the bulk of their high school education under pandemic conditions, where attendance and lateness policies became somewhat relaxed. What support can we give our students to make all of them feel a sense of belonging and safety in the physical environment? How can we, as educators, lead change for our colleagues and our institutions?

Learning Objectives

• Present some of the strategies we have used at our university to provide support for our students and the challenges we have faced, as well as some of the successes of our efforts.
• Initiate a conversation with participants about their strategies for creating an inclusive environment at their institutions.

Empowering Black Males on the Graduate School Journey to Success

Dr. Delarious Stewart, Dr. James Maiden

This presentation addresses the persistent underrepresentation of African American males in graduate programs. It emphasizes the urgent need to empower this demographic by exploring factors that promote their academic success and persistence. Drawing upon Vincent Tinto’s Model of academic and social integration, the program highlights the importance of fostering a sense of belonging, academic engagement, and social support. Personal narratives, insights from African American male graduate students, and interactive workshops provide practical strategies to empower educators and administrators in promoting diversity and equity in higher education.

Learning Objectives

• Understanding the Challenges: Participants will develop a clear understanding of the unique challenges faced by African American males in graduate programs, enhancing their awareness of the barriers to success.
• Application of Tinto’s Model: Participants will be able to apply Vincent Tinto’s Model of Academic and Social Integration to assess and address the specific needs of African American male students, demonstrating their ability to tailor support strategies accordingly.
• Developing Actionable Strategies: Participants will leave with actionable strategies and recommendations for supporting African American male students in their own educational institutions, fostering their capacity to implement effective support systems and contribute to increased diversity and inclusion in higher education.

Unlocking STEM Diversity at Smaller Institutions – Strategies Informed by Research Integration

Dr. Alexandra Taraboletti

Explore the intersection of research-integrated learning and STEM diversity informed by the paper Unrealized potential from smaller institutions: four strategies for advancing STEM diversity. We will delve into practical approaches for fostering inclusivity and diversity in STEM education. Discover how research integration, especially through the CURE model, engages students and benefits educators. This session provides actionable strategies for educators passionate about creating a more equitable STEM landscape.

Learning Objectives

• Explore the synergy between research-integrated learning and promoting diversity in STEM disciplines
• Discuss practical steps for implementing inclusive research experiences in smaller institutions
• Share success stories and resources for educators committed to advancing STEM diversity