Breakout Session Descriptions

Continuing the Discussion with Panelists

This session followed up on the panel presentation, allowing Forum participants to engage with the speakers interactively and in more depth. Session participants were invited to pose questions to the panelists regarding the details of their programs, analysis methods, or findings. The panelists thus had the opportunity to present information that could not be included in the short panel presentation.

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The Art of Interactive Theatre:  Strategies for Using Theatre to Create Dialogue
Jeffrey Steiger
Director, CRLT Theatre Program
University of Michigan
http://www.crlt.umich.edu/theatre/theatre.html

In this session, participants had the opportunity for a greater discussion regarding the interactive theatre techniques utilized in the CRLT Theatre Program performance of 'Conflict in the Classroom' Wednesday evening.  In a typical interactive theatre performance, actors performed a sketch that dramatized issues of diversity in the classroom or academic setting.  Following the scene, audience members engaged in a conversation with the characters (actors continue portraying the character they played in the sketch) to explore the dynamics in the classroom scene or academic setting. Eventually strategies were generated for changing the dynamics or outcome of the previous scene. In some performances, audience members themselves took turns stepping into the role of the instructor to act out proposed strategies.  Attendees devised possible applications to their institutions and learned the basics of creating interactive theatre and actor training. This session particularly benefited those who seek a creative, "safe," and yet powerful format for community engagement and institutional transformation as well as an innovative way to present qualitative research.

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Classroom Climate
Alberto Cabrera
Professor, Department of Educational Leadership and Policy Analysis
University of Wisconsin-Madison
www.education.wisc.edu/elpa/people/faculty/cabrera.htm
Carol Colbeck
Director, Center for the Study of Higher Education
Pennsylvania State University
http://www.ed.psu.edu/hied/Faculty bios/colbeck.asp

This session was directed at instructors interested in learning about the different elements comprising the classroom and their effects on students' gains in competencies. This seminar was based on the results of a five year NSF-funded project aimed at improving classroom practices among Engineering undergraduates. Particular emphasis was placed on the role of inclusive teaching practices as a mechanism to foster professional self-confidence among women in Engineering.

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Diversity Institute Resources I: Content Matters: Including Women in Course Content in STEM
Mary Wyer
Assistant Professor, Department of Psychology
North Carolina State University
http://www.ncsu.edu/psychology/faculty/members/wyer_txt.htm
Ellen Damschen
Graduate Student, Department of Zoology
North Carolina State University

Session I:
This breakout session provided a basic introduction to making revisions in course content in order to foster an inclusive classroom climate. A presentation followed by discussion covered topics such as: assessing current course content, identifying strategic enrichments, locating and “translating” appropriate material, responding to students’ reactions, and evaluating impact.

Session II:
This breakout session reported on a three-semester study to develop, deliver, and then assess the impact of women’s studies course enrichments in an ecology course. The session included “before” and “after” examples of specific lecture content, measures of students’ assessments of the classroom climate, and an analysis of the evidence for change as a result of the enrichments.

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Diversity Institute Resources II: Case Studies in Inclusive Teaching in Science, Technology, Engineering and Mathematics
James Stith
Vice President, Physics Resources Center
American Institute of Physics

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Diversity Institute Resources III: Literature Review and Resource Book
Judith Burstyn, Katherine Friedrich, Levi Giovanetto, Diversity Institute Scholars

This hands-on session helped those looking for answers to diversity-related questions by introducing them to the Diversity Institute resources that are able to provide the tools needed and practice in addressing educational challenges.

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Engaging Diversity through Process, Structure, and Content
Chris Carlson-Dakes
Associate Director, Delta Program in Research, Teaching and Learning
University of Wisconsin

It is common to address diversity issues by adapting the existing content, using new content as an "add-on," or by modifying the process and structure of a learning experience. This session presented a model and engaged participants in a mini-experience that demonstrated how the process and structure of professional development programs have become integrated with the content to address diversity issues.

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Gateway Science at Large Institutions: Leveraging Change Through Teaching Assistant Training
Constance Cook
Director, Center for Research on Learning and Teaching
University of Michigan
Chris O'Neal
Instructional Consultant, Center for Research on Learning and Teaching
University of Michigan
Mary Wright
Instructional Consultant, Center for Research on Learning and Teaching
University of Michigan

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Inclusive Departmental Climate
Isiah Warner
Vice Chancellor, Office of Strategic Initiatives
Boyd Professor and Philip W. West Professor of Analytical and Environmental Chemistry
Louisiana State University
http://www.chem.lsu.edu/imw/group/warner.htm
Steven Watkins
Associate Professor, Department of Chemistry
Louisiana State University

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In Their Own Words Video Workshop
Sherrill L. Sellers
Assistant Professor, School of Social Work
University of Wisconsin
http://socwork.wisc.edu/facstaff/facultypgs.php?facstaffID=158
Sandra Courter
Director, Engineering Learning Center
University of Wisconsin

The ITOW Video Workshop was designed to engender discussion among engineering faculty about what the learning environment is, how to identify and address "underground" climate issues, and how to enhance student ability to learn. The workshop explored all aspects of the learning environment (the classroom, labs, team experiences, and outside-the-class activities) as students experience them. ITOW workshops can and have lead to real change within departments or units including raised awareness about student learning experiences, additional workshops on team building or equity issues, or the development of departmental initiatives to improve communication among students and faculty.

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"It should be clear to students that I treat everyone the same" and other strategies that don't work very well
Wayne Jacobson
Associate Director, Center for Instructional Development and Research
University of Washington
Lois Reddick
PhD Candidate, Department of Teaching and Learning
New York University

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Graduate Student Panel: Addressing Learning-through-Diversity in Practice
Donald Gillian-Daniel
Internship Program Developer, Delta Program in Research Teaching and Learning
University of Wisconsin

In this session a panel of Delta graduate student interns shared their experiences thinking about and engaging diversity in their projects. In addition to having an opportunity to address the panel with questions and comments, audience members had a chance to reflect on how graduate students through faculty could engage Learning-through-Diversity more fully on their own campuses.

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Graduate Engineering Research Scholars Program
Doug Henderson, Associate Dean of Diversity Affairs, College of Engineering
University of Wisconsin
Kelly Burton, Graduate Student Services Coordinator, College of Engineering
University of Wisconsin

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Mentoring and Diversity: Preparing Students for Graduate Studies in Science, Engineering and Mathematics
Justine Johnson
Assistant Director, Meyerhoff Biomedical Fellows Program
University of Maryland, Baltimore County

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The Age of Enlightenment: Engagement & Preparation in STEM in the Middle School and High School Years
Catherine Millett
Research Scientist, Policy Evaluation and Research Center
Educational Testing Service
http://www.ets.org/research/perc/millett.html