08/14/2023
By Julie Nash, Leslie Wong and Wael Kamal
One of the vital priorities of our 2028 Strategic Plan is to continue to build a diverse and welcoming community that fosters a sense of belonging and respects the unique identity of every individual. In our ongoing efforts to advance this goal, we have started a conversation with Academic Impressions (AI) to learn together about components that faculty members would be interested in learning about and exploring with their students ways to achieve a welcoming and inclusive environment in their classrooms. Toward that goal, AI has identified three leading campuses (UMass Lowell, Clemson University & The University of Texas at San Antonio) to participate in a pilot focus group to work to build a curriculum program that would support faculty by “Cultivating an Inclusive Academic Environment: Leading in the Classroom.”
Campuses who participate in this pilot group will receive full access to the complete curriculum at no cost for one year for 50 campus identified users. In addition, AI will work with statisticians to analyze all data from the pilot and present the findings relevant to our campus representatives for review.
We are calling for interested faculty members to nominate themselves for participation in this important focus group. AI will take up to 50 faculty members from UMass Lowell. Any faculty member, full- or part-time, is eligible to participate. Any surveys and tests that faculty complete as part of this pilot will remain confidential and faculty will be able to keep their own workbooks or other materials. Nothing will be shared back to the university. Further, Academic Impressions assures us that "we have no plans of asking questions that would embarrass or otherwise risk exposing any biases that a person would be carrying."
There are two "live" (virtual) sessions and the rest of the work can be done on your own time.
Schedule/Curriculum for the all 2023 Pilot sessions dates are tentative and will be finalized soon.
- Session 1 – Cohort Meeting (September)
This session will be the first of two live sessions. Program overview, expectations, and logistics will be discussed in detail and there will be opportunities for participant questions and dialogue. Program Pre‐test will be made available. Presentation Mode: Live – Virtual - Session 2 ‐ Microaggressions (September)
Participants will engage in micro‐learning modules to gain more in depth understanding of how microaggressions can trigger students, faculty, and staff. Appropriate responses and opportunities for growth and accountability will also be highlighted during these modules. Presentation Mode: Asynchronous – Virtual - Session 3 ‐ Intersectionality (October)
Participants will engage in micro‐learning modules to learn more about intersectionality within the context of higher education. Participants will be encouraged to learn with an intentional focus on classroom application. Presentation Mode: Asynchronous – Virtual - Session 4 ‐ Mentoring Students from Diverse populations (October)
Participants will engage in micro‐learning modules to practice making meaningful connections with students who come from a variety of different backgrounds when diversity feels more like a barrier than the opportunity it is supposed to be. This session will offer clarity on how to be intentional and compassionate, while still prioritizing accountability when offering constructive feedback. Presentation Mode: Asynchronous – Virtual - Session 5 ‐ Inclusive Pedagogy (November)
Participants will engage in micro‐learning modules to examine the values that have shaped classroom dynamics over time. Faculty will be presented with new classroom techniques to increase engagement across difference and be presented with ideas to evolve current classroom practices in meaningful ways. Presentation Mode: Asynchronous – Virtual - Session 6 ‐ Difficult Conversations (November)
Participants will engage in micro‐learning modules to examine the personal roadblocks that impact our ability to willingly engage in difficult or uncomfortable conversations. Whether it is interrupting and unpacking a heated classroom debate or engaging with students when they are being disrespectful, the natural inclination to shut down rather than work through conflict can come at an educational cost. Presentation Mode: Asynchronous – Virtual - Session 7 ‐ Cohort meeting (1st week of December)
This session will be the second of two live sessions. Program reviews and feedback will be gathered. Opportunities for ongoing participant engagement will be discussed. Program Post‐test will be made available. Presentation Mode: Live – Virtual