Advice for diverse students in STEM course
•
2 gefällt mir•1,964 views
The document describes a workshop where participants will provide advice to the instructor of a freshman STEM course with a diverse set of students. The workshop uses a "jigsaw" method where participants first work in groups to develop advice for one assigned student, then reconvene in new groups to share their advice. The goals are to assure students feel welcome contributing to class, build on their diverse strengths and experiences, and avoid assumptions or isolating underrepresented groups. Over 400 responses were collected addressing these topics for 6 hypothetical students from different backgrounds.
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Andere mochten auch
Andere mochten auch (20)
Ähnlich wie Advice for diverse students in STEM course
Ähnlich wie Advice for diverse students in STEM course (20)
Mehr von Peter Newbury
Mehr von Peter Newbury (11)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Advice for diverse students in STEM course
- 1. Peter Newbury Center forTeaching and Learning, UBC Okanagan peter.newbury@ubc.ca @polarisdotca peternewbury.org ctl.ok.ubc.ca Getting to Know You
- 2. Goals 1. Meet new colleagues from other institutions. 2. Come up with advice to give to the instructor of a freshman-level STEM course with a diverse set of students, including , a woman of color Brian, a student on the autism spectrum who needs to use a laptop , an international, non-native speaking student , a confused student who never asks questions Eric, a white, male student who tries to dominate every discussion Francis, a first-generation student
- 3. We’ll “jigsaw” this together… Part 1)Work with others and contribute your expertise to reach consensus about your group’s student.
- 4. We’ll “jigsaw” this together… Part 2) Share your group’s best ideas with others and hear their best ideas about the other students.
- 5. We’ll “jigsaw” this together… Part 1)Work with others and contribute your expertise to reach consensus about your group’s student.
- 6. We’ll “jigsaw” this together… Part 1)Work with others and contribute your expertise to reach consensus about your group’s student. Sit at a table with others with the same colored worksheet. Work together for 10 minutes and reach consensus on advice to give the course instructor about what to do to: assure the student they’re welcome to contribute to the class build on the student’s diverse voice, strengths, experiences what not to do
- 7. We’ll “jigsaw” this together… Part 2) Share your group’s best ideas with others and hear their best ideas about the other students.
- 8. We’ll “jigsaw” this together… Part 2) Share your group’s best ideas with others and hear their best ideas about the other students. Re-arrange yourselves so there’s one person with each color worksheet at the table. Take turns sharing advice about your student to assure the student they’re welcome to contribute to the class build on the student’s diverse voice, strengths, experiences what not to do
- 9. Please hand in your worksheets. I’ll compile and summarize your ideas, and share it all with you on Friday
- 10. Brian student on the autism spectrum who needs to use a laptop Alicia woman of color Danielle confused student who never asks questions Cheng international, non-native speaking student Francis first-generation student Eric white, male who tries to dominate every discussion
- 11. Brian student on the autism spectrum who needs to use a laptop Alicia woman of color Danielle confused student who never asks questions Cheng international, non-native speaking student Francis first-generation student Eric white, male who tries to dominate every discussion 402 responses 2400 words
- 12. Brian student on the autism spectrum who needs to use a laptop Alicia woman of color Danielle confused student who never asks questions Cheng international, non-native speaking student Francis first-generation student Eric white, male who tries to dominate every discussion what not to do • make assumptions • ignore them • ask them to speak on behalf of their race/culture group formation: • don’t form random groups • don’t let them self-assemble • don’t isolate under-represented minorities
- 13. Brian student on the autism spectrum who needs to use a laptop Alicia woman of color Danielle confused student who never asks questions Cheng international, non-native speaking student Francis first-generation student Eric white, male who tries to dominate every discussion assure the student they’re welcome to contribute to the class • know students names (via icebreaker where they give their names) • clear, specific instructions, expectations, structure forALL students • time to think + group work with changing roles
- 14. Brian student on the autism spectrum who needs to use a laptop Alicia woman of color Danielle confused student who never asks questions Cheng international, non-native speaking student Francis first-generation student Eric white, male who tries to dominate every discussion build on the student’s diverse voice, strengths, experiences • have student highlight their own strengths, potential, life experiences • “build a community where students value others’ perspectives and listen to each other”
- 15. Brian student on the autism spectrum who needs to use a laptop Alicia woman of color Danielle confused student who never asks questions Cheng international, non-native speaking student Francis first-generation student Eric white, male who tries to dominate every discussion build on the student’s diverse voice, strengths, experiences • have student highlight their own strengths, potential, life experiences • “build a community where students value others’ perspectives and listen to each other”