Education is said to be the great equalizer, but it is only when we create systems that foster understanding and embrace a commitment to dignity and identity for all that students, staff and communities truly flourish. This workshop will explore the deep connectedness and intersectionality between identity, pedagogy and achievement. Forward thinking work in equity, building on successful practices in data collection, the encouragement of student voice and community partnerships will be discussed. Participants will be challenged to re-think the manner in which they conceptualize curriculum, address student needs and respond to diverse community identities.
This session will explore the distinctive mental health challenges of the college years, and the intersection of college access and success with wellbeing. The session will address the unique obstacles to mental health literacy and help-seeking among marginalized college students, as well as the need for broader engagement with peers, families, communities, and other key stakeholders in promoting their health and wellbeing. Finally, the panelists will provide practical strategies and resources that higher education professionals can incorporate into their work addressing the campus environment and mental wellbeing of students from marginalized backgrounds.
In 2014, the Association of American Colleges and Universities (AAC&U) launched the Teaching to Increase Diversity and Equity in STEM (TIDES) initiative – with 19 diverse institutions of higher education – to increase awareness of and self-efficacy with culturally responsive pedagogy among computer/information science faculty. To date, TIDES has positively impacted nearly 300,000 STEM students – over 50% of whom are from diverse populations. This presentation will showcase the entire implementation arc of TIDES, with particular attention to how the design, execution, evaluation and assessment strategies of TIDES have contributed to a significant paradigm shift in our approaches to STEM faculty professional development.
Presenting stories about how technology is a great equalizer in terms of accessibility, however at the same time we lost sight of what groups are missing out with the ever-incremental advancements made. Mostly marginalized groups such as the blind, deaf, mentally and physically challenged are falling behind while at the same time keeping up. Technology is an enabler and an impediment; can fill in the accessibility gaps while making the gaps larger.
In this session, participants will examine how a large urban school district is partnering with a national organization to increase the number of teachers of color. Denver Public Schools and Generation Teach have partnered to build a diverse teacher pipeline by investing in high school and college students. The collaboration and early investment in the future teacher workforce is poised to increase the number of diverse candidates working in Denver Public Schools. Session participants will examine critical attributes of the partnership that have led to success and will learn specific strategies for partnering and providing support for aspiring teachers.