There is still need for faculty presenters for the Spring Faculty Conference. The deadline for presentation proposals is Nov. 17.
The 2018 Spring Faculty Conference will be 7:30 a.m. to 2 p.m., Saturday, Feb. 17, 2018. The theme is “Teaching for Inclusion.” The committee will consider only proposals connected directly to the conference theme.
The need for culturally responsive teaching is woven into the mission, vision and values of Metropolitan State University. This need compels the ongoing quest for cultural humility as we seek greater awareness of the facets of students’ lives. Race, ethnicity, gender identity, sexual orientation, religious background, accessibility needs, political orientation, military experience, and home language are just the beginning of the conversation about “Teaching for Inclusion.”
How can educators use the power of diversity to improve our classrooms? How can we use the power of our classrooms to impact justice in our surrounding communities? What does “Teaching for Inclusion” mean in the “21st century classroom?”
Do you utilize anti-racist pedagogical strategies? Do you address systems of oppression in your curriculum? How do principles of Universal Design play out in your teaching? What methods — formal and informal — do you rely upon to keep your teaching grounded in Metropolitan State’s bedrock inclusivity?
We invite you to propose a session at the Spring Faculty Conference. This is an opportunity to share your knowledge and best practices with your colleagues. We invite a broad array of proposals from individuals, teams, and panels of faculty. We encourage you to include students where appropriate. Each session is scheduled for 60 minutes. Preference will be given to sessions that employ active learning and sessions which address more than one discipline.Session examples include, but are not limited to:
- Best practices: What does higher education research tell us about teaching for inclusion? What do we do in our own teaching to include our students’ backgrounds, perspectives, and experiences?
- Cross-disciplinary vs. discipline-based inclusivity: Are inclusion and access addressed differently, depending on discipline?
- Student panels: What can our students tell us about their differing experiences as learners? What has been effective for them in learning about other cultures and perspectives.
- Experiential learning: How do students learn about inclusion through experiences outside the classroom?
- Case studies: What student projects have been most valuable in your classes for teaching about race, culture, access, and inclusion?
- Universal course design: It’s not just for online learning.
- Effective practices in online and hybrid teaching: Do we need to take different approaches when students are learning outside the traditional classroom?