Bystander to Upstander
The Bystander to Upstander workshop empowers participants to transform from bystanders to upstanders in order to build communities that support difference and unify against intolerance. An upstander is an individual who chooses to take positive action in the face of injustice or intolerance. Participants will learn how to identify harmful behaviors such as sexual violence, racism, and sexism. Participants will also learn and apply upstander skills to impact positive change and promote a culture of nonviolence. This interactive workshop allows each participant to practice upstander strategies that match their personality and comfort level.
Pronoun Fluency Workshop: Creating Safer Spaces Through Inclusive Language with Lindsay Knight & Nino Testa
September 23, 2019 from 2:00 PM – 4:00 PM
This workshop is designed to give faculty and staff an opportunity to develop familiarity with pronoun usage and strategies of address. Do you have questions about non-binary pronouns? Do you keep calling someone in your life by the wrong pronouns? Are you unsure how to talk to new people without gendering them? This workshop includes practical, hands-on opportunities to improve your knowledge or usage of pronouns, especially if you struggle to get other people’s pronouns right. We will also share best practices for inclusion of this information into syllabi and classroom settings. All genders and identities are welcome.
Writing Workshop: Being a Productive Teacher-Scholar with Michelle Bauml
Both before and after tenure, managing responsibilities of scholarship, teaching, and service can be challenging. Numerous books and articles offer recommendations for establishing and maintaining a healthy publication record. Many faculty members experience the pre-tenured frenzy to “publish or perish,” the post-tenured writing slump, or the challenge of protecting writing time within a sea of other obligations. This two-part workshop will bring together faculty members of all ranks, departments, and disciplines to offer support in the area of scholarship.
Part 1 of 2
September 24, 2019 from 8:30 AM to 9:45 AM
In the first session, we will explore various productivity tips, set writing goals, and organize accountability groups as needed. First, attendees will identify challenges to scholarly productivity and discuss strategies they have used in the past to address those challenges. We will examine several recommendations for making time to write. Steve Sherwood from the William L. Adams Center for Writing will help attendees identify specific, measurable goals for scholarship, and map writing plans for the semester. Attendees seeking accountability as they work toward their goals will have an option to form or join a writing group.
Part 2 of 2
November 19, 2019 from 8:30 AM to 9:45 AM
In the second session, attendees will review writing goals, discuss progress, and determine next steps. Here, attendees will create a plan to maintain productivity as the winter break approaches and a new semester begins.
Creating an Inclusive Environment with the Interpersonal Classroom Model with Tee Tyler
October 7, 2019 from 2:00 PM – 4:00 PM
The Interpersonal Classroom Model (ICM) places student-to-student dialogue as the central focus of classroom instruction (Tyler, 2017). The ICM employs weekly experiential dialogue groups, Qualtrics evaluation surveys, and online reflection journals to enhance student learning. This approach is guided by experiential learning theory (Kolb, 2015), which describes learning as a four-phase cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The ICM employs each phase on a weekly basis. Each week, students participate in an experiential dialogue group (concrete experience), complete surveys and reflection journals (reflective observation), apply course content to their classroom experiences (abstract conceptualization), and set new goals for the following week (active experimentation).
Educators can use this approach in any dialogue-focused university course as a mechanism to encourage students to learn from the diverse perspectives of other students in the classroom. This Pedagogy in Practice workshop will make the ICM teaching approach accessible to any TCU educator interested in using this approach in their classroom. Attendees will learn how to immediately apply the ICM teaching approach protocol, how to integrate technology in the classroom in a manner that enhances face-to-face learning, and how to measure student progress using a pretest and posttest rating scale.
Creating a Culture of Wellness with Yvonne Giovanis and Brad Stewart
October 9, 2019 from 2:00 PM – 3:00 PM
Wellness-related issues are a top concern for our students. According to TCU’s most recent National College Health Association data, the top 5 self-reported impediments to academic success for TCU students are: (1) stress; (2) anxiety; (3) sleep difficulties; (4) depression; (5) illness. Also included in the top ten are issues related to relationships (family or significate others), substance use, and musculoskeletal issues. Clearly, the demands faced by our students are affecting their ability to thrive.
Fortunately, there are multiple departments at TCU dedicated to the health and wellness of our students. These departments provide a variety of trainings, dialogues, and experiences for students that aim to increase help-seeking behavior and promote positive bystander responses. In this workshop, we will discuss the wellness opportunities provided to students, what TCU is doing to create a culture of wellness on campus, and how professors can support these efforts in- and outside the classroom.
Inclusive Teaching 101 with Margaret Lowry
November 11, 2019 from 9:00 AM – 11:00 AM
What is inclusive teaching? How does inclusive teaching benefit instructors and students? How can instructors use the principles of inclusive teaching to revise our courses in large and small ways? This workshop is a great first step for those who are interested in learning more about inclusive teaching.
First, we will discuss the principles and benefits of inclusive teaching. Next, we will consider how inclusive teaching principles can inform our teaching across disciplines. Finally, we will focus on a key aspect of inclusive teaching: students’ sense of belonging in the classroom. Research shows that students’ sense of belonging plays a key role in their motivation, engagement, and performance. But why is fostering students’ sense of belonging part of our responsibility as instructors? And what can we do to increase students’ feelings of belonging in our courses? Strategies introduced in this workshop will help instructors develop a course syllabus and classroom climate that incorporate diverse perspectives and foster student engagement and motivation.
In this workshop, instructors will learn the following:
- Common principles of inclusive teaching
- How inclusive teaching benefits instructors and students
- How to apply the principles of inclusive teaching to your own discipline and teaching style
- What research says about how a sense of belonging benefits students’ motivation, engagement, and performance
- How to foster students’ sense of belonging
Instructors will leave the workshop with practical ideas for how to incorporate inclusive teaching strategies in your courses for Spring 2020.