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Graduate Teaching Certificate Program

Workshop/Seminar Review Form

Date: October 9, 2018        

Workshop/Seminar Title: Inclusive Pedagogy and Praxis Workshop Series – Session #1: Who you are: Assumptions and biases that influence teaching strategies

Presenter/Facilitator: Roze Hentschell & Ria Vigil

Please keyboard your answers into this document using as much space as it takes to fully answer each question. Being a word document, the space below each question will expand as you type, pushing the rest of the questions farther down the page.  

Once complete, please upload to your ePortfolio. Remember, the Graduate Teaching Certificate requires that you have attended and reviewed six pedagogical workshops or seminars.

  1. Explain the central topic and purpose of the workshop/seminar.  What are the presenter/facilitator’s goals for this workshop?

This 3-part workshop series is meant to provide techniques and methods to create inclusive classroom environments in which all students feel welcome, accepted, and are treated equitably. This first session was primarily focused on instructors questioning and considering their own biases and assumptions that we bring into our classrooms.

  1. What information in the workshop/seminar was most valuable to you?  

Though the central purpose of this session was to consider our own individual identities as instructors, we also spent time reviewing information and statistics about CLA students, and the developing demographic trends. We spoke at length about the growing number of first-generation college students, and the gradual shift away from the traditional 4-year timeline for completing college.

  1. How will you connect that information to your own pedagogical endeavors?

Along with these changes in college student demographics and expectations comes a change in the goals that students have going into college, which is something that we as instructors need to take into consideration. Unlike our own University experiences, in which we likely expected ourselves to complete school in 4 years and complete a degree, many first-generation college students may not share this goal. In fact, for many current college students, their primary goal is not necessarily to complete a degree, but instead just obtain the skills necessary to be competitive in the job market.

This information really stuck with me, and has caused me to rethink my own assumptions about my students. Especially when working one-on-one with students, I will be sure to understand what their individual goals and reasons for pursuing a University education are before I try to offer advice, which will be biased and influenced by my own personal experiences.

  1. After attending this workshop/seminar, what additional information would you like to seek about this subject?

I’d like to know more about the general statistics and demographic information of today’s college students – not just for CSU, but for the nation in general. I think that this information will help contextualize and shape how I plan and manage my classroom. Additionally, I’d like to seek more information about ways to encourage students to bring their diverse backgrounds and sets of expectations into the classroom, beyond simply acknowledging the challenges that those may pose

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