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Recent University Of Pittsburgh Events
Dr. Louis Gomez, Helen S. Faison Chair and Professor of Urban Education and Director of the Center for Urban Education, University of Pittsburgh, gave the keynote address, Diversity as a Design Resource for Creating Sustainable Educational Innovations, at the sixteenth annual Provost's Faculty Diversity Seminar Keynote Luncheon, May 11, 2011.
The intellectual dynamism in educational research and development is often breathtaking. Around every corner, there is a great new technology and social practice incubating that promises to improve the lives of learners and teachers. Often, these innovations, viewed in retrospect, amount to far less than their initial promise would have indicated. Why might that be? I suggest that the gulf between research and practice is part of the root cause for the underperformance of educational innovation. In this presentation, I offer a set of ideas concerning how the enterprise of educational research and development might become more effective by being undergirded by new collaborative social arrangements that rely on broad and diverse participation from members of the practice and research communities in education.
Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation, Derald Wing Sue, Hoboken, NJ, John Wiley & Sons, Inc., 2010.
This book insightfully looks at the various kinds of microaggressions and their psychological effects on both perpetrators and their targets. Thought provoking and timely, Dr. Sue suggests realistic and optimistic guidance for combating--and ending--microagressions in our society. Derald Wing Sue, PhD, is a Professor of Psychology and Education in the Department of Counseling and Clinical Psychology at Teachers College, Columbia University, and he also holds a joint appointment with the School of Social Work. He is one of the most cited multicultural scholars in the United States.
Diversity Across the Curriculum, Branche, J., Mullennix, J. and Cohn, E. (Eds) Bolton, MA, Anker Publishing Company, 2007.
This practical guide, edited by University of Pittsburgh faculty, is designed to enable busy faculty members to create culturally inclusive courses and learning environments. In a collection of more than 50 vignettes, teachers from a wide range of disciplines — health sciences, humanities, sciences, and social sciences — describe how they actively incorporate diversity into their teaching. Different strategies discussed include a role-model approach, creating a safe space in the classroom, and the cultural competency model. Written for teaching faculty in all disciplines of higher education, this book offers practical guidance on culturally inclusive course design, syllabus construction, textbook selection, and assessment strategies.
Tools for Teaching, Davis, B.G., Jossey-Bass; San Francisco, 1993. [From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993.
This chapter illustrates the discrimination faced in today’s college classroom by previously underrepresented groups. Women, African Americans, Chicanos and Latinos, Native Americans, American-born students of Asian ancestry, and immigrants are affronted daily with subtle, unintended bias, and this chapter helps instructors recognize and correct their inadvertent missteps. Include are “General Strategies,” Tactics for Overcoming Stereotypes and Bias,” Course Content and Material,” Class Discussion,” Assignments and Exams,” and “Advising and Extracurricular Activities.”
The Association of American Colleges and Universities
The Association of American Colleges and Universities “has provided national leadership on the issue of diversity in higher education since 1971.” In regard to diversity, this page lists AAC&U Initiatives, AAC&U Meetings and Institutes, AAC&U Publications, AAC&U Resources, and AAC&U Project Web Sites.
The LAB, a program of the Educational Alliance at Brown University, developed The Diversity Kit: An Introductory Resource for Social Change in Education. Section III of the Kit, “Language,” states that “language and culture are deeply intertwined….All language varieties…are equally complex systems of communication that are appropriate to meet the communicative needs of a particular speech community.” The section is divided into four chapters: “Language, Culture and Schooling”; “Learning a Second Language”; “Language and Literacy”; and “Language and Assessment.”
Indiana University at Bloomington
Instructional Consulting in the School of Education at the University of Indiana at Bloomington has published “Diversity/Inclusive Teaching Tips.” In all, there are 11 tips dealing with such issues as race, sexual orientation, age, regionalism, and special needs students.
University of Maryland, Baltimore County, Women's Studies Resources
The University of Maryland women's studies database, begun in September 1992, serves those people interested in the women's studies profession and in general women's issues, and is of particular interest to those particular involved with academic women's studies programs. This comprehensive resource includes approximately 700 annotated links to Women's Studies programs and research centers worldwide which provide extensive information about women's studies and women's issues.
University of Michigan
This is an annotated bibliography on race, gender, and affirmative action intended for the use of faculty who are designing courses to address such issues, and for students and browsers interested in a guide to the literature. This bibliography cites three types of sources: (1) short, accessible articles suitable for undergraduate teaching; (2) longer and more technical works useful for graduate instruction or faculty reference; and (3) sources available on the Web.
University of Minnesota, Center for Teaching & Learning Services
This collection of resources draws on materials developed by Center for Teaching and Learning staff members, by the Center's Multicultural Teaching and Learning Fellows, and by the College of Education Committee on Diversity. CTL offers this as a dynamic resource, and welcomes hearing about new resources.
University of North Carolina at Chapel Hill
Teaching for Inclusion, published by the Center for Teaching and Learning at the University of North Carolina at Chapel Hill, addresses the diversity of today’s student population and provides teachers with advice, tips, and techniques for dealing with this diversity. Included are chapters pertaining to this disparate makeup, ranging from gender issues to international students. Chapter 1, “Your Diversity, Academic Culture and Teaching and Learning Styles,” is of particular interest because it points out the dissimilitude of not only students but also teachers.
Ohio State University
The Ohio State University states as one of its goals, “To Be a National Model for Diversity.” To achieve this goal, the Diversity Action Committee has formulated a “Diversity Action Plan.” Included in the plan are guiding principles for change and steps that have already been taken
Electronic Bibliographies & Other Resources
- Diversity: A Selected and Annotated Bibliography, Prepared by R. Neill Johnsonwith Diane M. Enerson and Kathryn M. Plank, The Pennsylvania State University.
- The Diversity Institute
The Diversity Institute provides a list of Diversity Sites and Resources pertaining to African Americans, Asian Americans, Latino Americans, Native Americans, and Women's Studies.
Sponsored by the Association of American Colleges and Universities (AACU), Diversity Web is the most comprehensive online resource on diversity in higher education. Diversity Web features hyperlinked essays on topics such as curriculum transformation, faculty and staff development, and accommodating student diversity in classroom teaching. The site also provides links to college offices and centers that specialize in diversity issues as well as the online journal Diversity Digest.
- Diversity and Learning at IUPUI
Compiled by Indiana University Purdue University Indianapolis, this is a comprehensive and user-friendly online resource for faculty interested in issues of multicultural education.
Bibliography for Inclusive Teaching and Multicultural Course Transformation*
- Adams, M., Bell, L. A., and P.S. Griffin (1997) Teaching for Diversity and Social Justice: A sourcebook. New York: Routledge.
- Banks, J. A. (1994a). An introduction to multicultural education. Boston: Allyn and Bacon.
- Banks, J. & C.M. Banks (1995). Handbook of research on multicultural education. New York: Macmillan.
- Chávez, R. C. & O’Donnell, J. (1998). Speaking the unpleasant: The politics of (non) engagement in the multicultural education terrain. Albany: State University of New York.
- Does diversity make a difference? Three research studies on diversity in college classrooms. (2000). Executive summary. Washington, DC: American Council on Education and American Association of University Professors.
- Duarte, E. M. & S. Smith (2000). Foundational perspectives in multicultural education. New York: Longman.
- Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College.
- Kingston-Mann, E. & T. Seiber (2000). Achieving against the odds: How academics become teachers of diverse students. Philadelphia: Temple University.
- Marchesani, L.S. and M. Adams (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty, and institutions. Vol. 52. New Directions in Teaching and Learning. San Francisco, CA: Jossey-Bass.
- Mayberry, K. (1996). Teaching what you’re not: Identity politics in higher education. New York: New York University.
- Morey, A.I. & M.K. Kitano (1997). Multicultural course transformation in higher education: A broader truth. Boston: Allyn and Bacon.
- Weinstein, G. & K. Obear (1992). Bias issues in the classroom: Encounters with the teaching self. In M. Adams (Ed.), Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty, and institutions (pp.39-50). New Directions for Teaching and Learning, No. 52. San Francisco: Jossey-Bass.
* Provided by Natasha C. Flowers, Instructional Design Specialist, Office for Professional Development, Center for Teaching and Learning, Indiana University, University Library, RM 1125, 755 W. Michigan Street, Indianapolis, IN 46202-5195 Phone: 317-278-5713 E-mail: email@example.com
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