A discussion offering practical, experiential advice on how, when, and if you might choose to discuss polarizing topics in the classroom, including race/ethnicity, sexual orientation, gender identity/expression, politics, and religion.
Describe three potentially polarizing topics and why they might result in disagreements among students.
What offices and policies should an instructor consult before opening a discussion on a polarizing topic?
What is the role of the instructor beyond the sharing of content?
What is a structured framework? How can we apply structure to the discussion of controversial topics while allowing the students to express their perspectives?
How might an instructor address potential innate biases through exploring their own social identity?
Why is it important for an instructor to evaluate what they are going through in terms of everyday life stressors/challenges before walking into the classroom each day, and what might an instructor express to students in advance of the day’s discussion if it is a particularly difficult day?
A university professor is going through a difficult time in her personal life, as her daughter’s teachers and classmates continue to intentionally misgender her despite her transitioning a significant time ago. As a result, the professor is frequently worried about her daughter’s mental health. The next chapter in the assigned readings and discussion addresses transgender athletes in sports. Should the professor move forward with the discussion? If so, what would you suggest they do to avoid arguing with students who do not hold their beliefs? If not, what is an alternative way to hold that discussion?
What are the key on- and off-campus resources to have readily available should a potentially triggering discussion lead to classroom arguments and discord?
What are some implications of an instructor losing their temper and verbally berating a student? How might students’ perceptions of the instructor change, and what impact could that have on the student’s participation and success moving forward?
A Trauma-Informed Approach to Classroom Management
This workshop introduces the concept of trauma-informed teaching and classroom management and provides practical direction on responding to difficult student questions.
Why is the term microaggression sometimes frowned upon?
What are the five trauma reactions?
What is the difference between equity and equality?
A student in a particular instructor’s class is overwhelmingly positive regardless of the topic. The instructor’s initial thought is that the student has a “charmed” life, then learns the student has endured four adverse childhood experiences (ACEs) and lives with trauma. Why might the student seem almost too happy despite past trauma?
Women, especially women of color, know they will be judged differently than their white male counterparts in academia. How is this reflected in the style of dress, facial expressions, body language, and consistent formality of female faculty vs. their male colleagues?
Describe the concept of a minority (or cultural) tax and how it adds stress to minority faculty. Additionally, how can other faculty and university services work toward addressing the undue stress and inequity?
What are some ways neurodivergent students are misunderstood or misperceived on virtual platforms (e.g., Zoom, Teams, WebEx, Google Meet)? How can you work together as faculty to ensure everyone in a teaching role recognizes what it means to be neurodivergent? What are the benefits of creating a faculty-wide resource aimed at affording neurodivergent students specific accommodations related to their disability?
Imagine a conversation with a colleague regarding students who have accommodations, and your colleague states, “I don’t understand the whole neurodivergent thing. I think we should only have to allow accommodations to those with visible disabilities.” How would you handle this comment? How can you open the instructor’s mind and encourage their understanding that visibility is not a criterion for a disability?
It isn’t uncommon for people to make assumptions about another person’s political or philosophical ideation based on race, culture, gender, sexual orientation, or religion. Describe a situation in which these types of assumptions can be detrimental to personal relationships, classroom dialogue, or the overall social climate of the institution.
Engaging and Managing Classroom Environments
Addressing issues of conflict, disrespect, technology misuse, arriving late, and requests for accommodations in both the online and in-person teaching setting.
Describe the three-pronged approach to classroom management.
What is meant by consistent expectations, and who should be involved in conceiving these for a class?
What are some strategies for strengthening a sense of belonging?
Describe some strategies instructors can use to keep students from feeling embarrassed or disengaged when they answer a question incorrectly in class.
Choose a referral source (e.g., counseling center, residential life, disability services) and describe under what circumstances you would provide that referral.
If an instructor isn’t getting a good read on the motivation behind a student’s response to a direct question, how can they respond to get clarity on what is behind the statement?
AI is developing at a rapid pace. It has become quite common for students to use various AI writing programs when completing assignments. Rather than deny the option and fight against modernity, how can AI be used in the classroom? What should a classroom AI policy look like?
How can an instructor create the strongest bridge of connection with students in a class? What might happen that could damage the bridge, and how can an instructor work toward rebuilding the bridge with students?
The first day of the quarter/semester is perhaps the most important class. It is the first opportunity to connect and start to build trust while establishing expectations. This often starts with sharing your teaching philosophy. What information should be discussed within the teaching philosophy, and how might someone’s philosophy break trust from day one? How might someone’s philosophy begin to build a bridge of connection?
Boundary Setting
in the Classroom
The importance of setting expectations in the syllabus and during the first class around communication expectations.
What is a teachable moment? When should we pivot from the syllabus?
Why is it important to provide reasons for what we expect of students?
What is generational diversity?
All instructors have expectations for their students, but what are some expectations students should have for their instructors?
Why are well-being notices important for email recipients, especially because of the current mental health crisis among college students?
How might implicit bias come out in faculty communication with students? How can an instructor turn their implicitly biased comment or action into a teachable moment?
Give an example or two of “doing dangerous things carefully” in the classroom. How do we help students feel challenged without overwhelming them?
How can an instructor work toward understanding of college students’ AI use, in-class cell phone use, style of dress, and self-expression? Why is it so important to change with the times?
Why are self-monitoring and policy revisions necessary as we move forward teaching future generations in a changing world? What are some of the policies and procedures you have in your classes or institution that warrant revisiting and revising to be more relevant and realistic?
