Inclusive and Culturally Competent Pedagogy in the Earth Sciences
Zoom Protocol
Who are we?
A group of graduate students who are interested in inclusive, culturally competent, and anti-racist pedagogy. We want to learn more about this practice with our Lamont community.
Nathan Lenssen
Clara Chang
Julian Spergel
Jonathan Lambert
How did this workshop come to be?
This is a 6-month collaborative effort with the Columbia Center for Teaching and Learning.
A big thank-you to Ian Althouse from the Center for Teaching and Learning!
What is the purpose of this workshop?
We hope you will…
Schedule
Breakout rooms: Introductions
Discussion of workshop context and definitions
Large group reflections
Breakout rooms case studies (30 minutes)
Break
Breakout rooms syllabi (30 minutes)
Large group reflections
Wrap up
Code of Conduct
Modified from the AAPI in Geoscience code of conduct, based on the GSA code of conduct
Introduce Yourself to your Breakout Rooms (5 minutes)
Introduce yourself (~30 seconds) and share your answer to Question 2.5 from the HW:
What action(s) that anyone (teacher or student) took during the course did you find most affirming or helpful?
Why do we care?
Results found that students in the courses with increased cultural relevancy experienced a 30% increase in the science learning content and underrepresented minority students were eight times more likely to earn an ‘A’. (Lee, 2020).
Bernard and Cooperdock, 2018
Some helpful (and imperfect) definitions
Inclusive Pedagogy
A philosophy of teaching that provides equal opportunities for all students to have a successful learning experience (Sheridan Center for Teaching and Learning, 2017)
Culturally responsive pedagogy
Culturally responsive teaching is defined as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. It is based on the assumption that when academic knowlege and skills are situated on the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly (Gay, 2000).
Some helpful (and imperfect) definitions
Antiracist:
One who is expressing the idea that racial groups are equals and none need developing, and is supporting policy that reduces racial inequity (Ibram X. Kendi)
Anti-racist pedagogy
Anti-racist pedagogy is an intentional and strategic organizing effort in which we incorporate anti-racist approaches into our teaching as well as apply anti-racist values into our various spheres of influences. It requires the professors humility, critical reflection of our social position, and commitment as we begin and continue to confront our internalized racial oppressional or internalized racial superiority and how those impact our teaching, research, and work in the university and community (Kishimoto, 2018)
Menti Response 1
What is one thing you have learned from the Kishimoto (2018) paper?
What is one thing you still have questions about?
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Introduction to Case study
Let’s look at one professor’s method of incorporating these culturally-responsive concepts:
Dr. Annette Lee, Lakota and Ojibwe, Associate Professor of Astronomy & Physics at St. Cloud State University (SCSU).
*Watched video clip from Dr. Lee which discusses Lakota knowledge in relation to the Thunderbird constellation and astronomical processes*
Breakout Rooms: Case Study
Now, we will sort you into breakout rooms for 30 minutes to complete a case study.
Take a 5 minute break
Inclusive Pedagogy and Course Climate
Inclusive pedagogy promotes a learning experience that is meaningful, relevant, and accessible to all (Hocking, 2010).
Part of delivering this learning experience is promoting a positive course climate, which is “...the intellectual, social, emotional, and physical environment in which students learn.” (Ambrose et al., 2010, p. 170).
Course climate is influenced by aspects of the course such as the syllabus, curricula, assessments, etc.
Intro: Inclusive and Student-Centered Syllabi
The syllabus particularly influences course climate before the course has convened and on “syllabus day”
A student-centered syllabus contributes to a positive course climate and is associated with better relationships between students and teachers, as well as increased motivation, achievement, and empowerment (Richmond, 2016)
Breakout Rooms: Syllabus Analysis
Now, we will sort you into breakout rooms for 20 minutes to use modified elements from Richmond (2016) to assess your own syllabus. You may assess the HIST 332 syllabus if you do not have a syllabus handy.
Menti Reflection 2
What is one thing you learned today?
What is one thing you may change in your syllabus or teaching this semester?
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Continuing Efforts
Poll in zoom on how we want to continue
Critical Incident Questionnaire
Critical Incident Questionnaire + Feedback
Further Resources
Note: use your lion mail (columbia.edu) email to access this
Thank you!