DIVERSITY,
INCLUSIVITY,
& LEARNING
Two Case Studies
Ambrose, Chapter 6: Why do student development and course climate matter for student learning?
The Chickering Model of Student Development: Seven Vectors
1. developing competence
2. managing emotions
3. moving through autonomy to interdependence
4. developing mature relationships
7. developing integrity
5. establishing identity
6. developing purpose
![](https://s3.amazonaws.com/media-p.slid.es/uploads/581429/images/4160328/college-student-development-theories-7-638.jpg)
Perry's Stages of Intellectual Development
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Duality: find the truth!
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Multiplicity: establish opinions!
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Relativism: all the theories!
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Commitment: synthesize, evaluate, and choose!
Why might this model be useful?
Hardiman & Jackson's Social Identity Model
Premise: Social identity is not given, but achieved & continually negotiated through interactions with others & environment
- Naivete
- Acceptance
- Resistance
- Immersion
- Disintegration
- Redefinition
- Internatlization
Dominant vs. minority group members?
Is this model useful?
What is "course climate"?
- Types of interactions?
- Marginalizing vs. centralizing
- Explicit vs. implicit
- Mitigating factors?
- Individual complexity?
Stereotype Threat (per Steele & Aronson)
- Hypothesis: stereotyping --> distracting emotions (cognitive effect) --> low performance --> dis-identification from discipline (motivational effects)
- Tone: from syllabus & documentation to interactions
- Faculty availability is major factor in STEM student retention
- Impacts participation, risk-taking, persistence
Reconsider case studies
Where did the professors go wrong? What could they have done better?
Strategies: which apply to you? How best to implement?
- Make uncertainty and ambiguity safe
- Resist leading quickly to a single right answer
- Use evidence-based grading
- Examine your own assumptions about your students
- Avoid low-ability cues
- Avoid asking an individual to speak for a group
- Reduce anonymity
- Provide multiple, diverse examples
- Establish and reinforce ground rules for interaction
- Consider course content
- Establish climate early; solicit feedback often
- Model and facilitate inclusion and active listening
227-Diversity, Inclusivity, & Learning in CSE
By tkjn
227-Diversity, Inclusivity, & Learning in CSE
LA Training: COMP 227, UNC-Chapel Hill CS
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