Table of Contents
Examine and disrupt the norms that have shaped the traditional classroom experience to create a more equitable learning environment for all students.
Historically, classrooms in higher ed have been molded by implicit cultural norms such as competition, lecture, and perfectionism. When we investigate the hidden values and practices we have inherited, we discover how we can unintentionally contradict our students’ cultural identities and hinder their learning. By noticing, interrogating, and interrupting the patterns that have shaped both your own education and your pedagogy, you can take steps toward creating more equitable learning experiences.
In this virtual workshop, Dr. Amer F. Ahmed will share strategies to create dynamic learning environments that elevate the strengths, identities, and values of historically oppressed students. He will draw from his own expertise in intercultural teaching and introduce Dr. Laura Rendón’s framework on “new agreements” for higher ed classrooms. He will share strategies for how to:
- Develop intercultural skills to navigate complexities in the classroom
- Investigate the unexamined norms that have shaped teaching and learning in higher ed
- Interrupt privileged practices and explore more equitable alternatives
- Intentionally create new norms for the classroom
1:00 – 3:30 p.m. Eastern
Building Intercultural Competency
1:00 – 1:30 p.m.
Dr. Amer F. Ahmed will lead a discussion on the intercultural skills instructors need in order to navigate cultural complexities in the classroom.
Investigating Privileged Values in the Classroom
1:30 – 2:30 p.m.
Together we will examine the privileged values that govern teaching and learning in higher education such as:
- Work addiction
Interrupting Exclusionary Norms and Practices
2:30 – 3:30 p.m.
Finally, we’ll learn and practice steps we can take to interrupt these values and practices, change ingrained patterns, and work toward creating more inclusive learning experiences.
Who should attend?
This training is primarily designed for faculty members who are looking for a safe space to examine their practices and take away strategies for more inclusive teaching. Faculty development professionals who are leading inclusive pedagogy initiatives or training faculty directly in this vein may also wish to attend.