Inclusive Teaching Strategies: Embracing Student Diversity in All Forms

Facilitated by:
Sindia M. Rivera-Jiménez, Ph.D., University of Florida
For questions or comments: rivera.jimenez@eng.ufl.edu

Summary

In this two-part workshop, participants will get familiarized with essential concepts of inclusion, diversity, equity, and access and their role in embracing student diversity in all forms. Also, they will learn how to enact long-term change in their inclusive teaching practices by implementing reflection, strategy, and action.

Workshop Part 1: Awareness and Reflection

Workshop Part 1 Goals

1. Identify biases and those of their students
2. Understanding of how implicit bias can affect us and our students in the classroom
3. Identify different types of biases and paradigms of inclusive teaching
4. Provide strategies for faculty to reframe biases in their classroom

Resources-Books

• Freire, Paulo, 1921-1997. (2000). Pedagogy of the oppressed. New York :Continuum
• Hooks, Bell. (1994). Teaching to transgress: education as the practice of freedom . London: Routledge.
• Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. New York University Press.
• Harris, C. E., Pritchard, M. S., & Rabins, M. J. (1995). Engineering ethics: Concepts and cases. Belmont, Calif: Wadsworth.

Resources: Journals and Articles

• Riley, D. M., & Lambrinidou, Y. (2015, June), Canons against Cannons? Social Justice and the Engineering Ethics Imaginary Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23661
• Villanueva, I., & Gelles, L. A., & Di Stefano, M., & Smith, B., & Tull, R. G., & Lord, S. M., & Benson, L., & Hunt, A. T., & Riley, D. M., & Ryan, G. W. (2018, June), What Does Hidden Curriculum in Engineering Look Like and How Can It Be Explored? Paper presented at 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. 10.18260/1-2—31234
• Riley, D. M. (2015, June), Pushing the Boundaries of Mass and Energy: Sustainability and Social Justice Integration in Core Engineering Science Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24623
• Riley D.M. (2013) Power. Systems. Engineering. Traveling Lines of Resistance in Academic Institutions. In: Lucena J. (eds) Engineering Education for Social Justice. Philosophy of Engineering and Technology, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6350-0_3
• Nieusma, D. (2011, June), Engineering, Social Justice, and Peace: Strategies for Pedagogical, Curricular, and Institutional Reform Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2—17890

Resources: Reports

• National Academy of Engineering 2008. Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/12187.

Resources: Other

• AIChE Safety Academy Curriculum Matrix
• Class management: https://www.stlhe.ca/resources/green-guide

Thanks for the support:

Workshop offered:

• November 19^th, 2019, Center for Teaching Excellence, University of Florida.
• January 18^th, 2022, Center for Teaching Excellence, University of Florida.