CIRTL - Becoming an Anti-Racist Educator - Webinar

04-27-2021 12:00 PM

Discuss and crowd-source possible solutions to the challenges of bringing anti-racist teaching into a STEM community and classroom in this three-session workshop.

The first session will emphasize the importance of self-reflection and participants will practice discussing their identities and privileges as a basis to begin anti-racist work. Participants will also discuss their experiences with racial inequities and bias occurring both inside and outside academia.

In the second session, participants will discuss and practice ways to address bias and interrupt microaggressions that may occur during conversations around race. The discussion will then move to ways to implement anti-racist teaching into course curriculum and participants will consider and explore ways to use evidence-based strategies to create an equity-based, race-conscious classroom.

The final session will be centered on discussing the challenges of facilitating online workshops on anti-racism. At the end of this series, participants will take away an action plan of how they can engage in anti-racist work on their campuses.

Workshop Schedule
This three-part workshop meets online on Tuesday, April 13, April 20, and April 27 at 2-3:30PM AT / 1-2:30PM ET / 12-1:30PM CT / 11AM-12:30PM MT / 10-11:30AM PT.

Workload
Participants will be expected to complete readings and respond to reflection prompts outside of sessions.

Registration & Enrollment
This workshop is limited to 20 participants. As of January 8 this workshop has reached its capacity and is closed for registration.

Accessibility
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes
Associate: Learning-through-Diversity
Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)

Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.

Describe how an instructor’s beliefs and biases can influence student learning.

Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.

Describe several learning-through-diversity (LtD) techniques and strategies.

Practitioner: Learning-through-Diversity
Examine and describe own beliefs and biases, including how they may influence their students’ learning.

Integrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Career