The division of Faculty Affairs within the Office of Academic Affairs invites faculty to participate in a three-part workshop series designed to give faculty ways to intentionally develop culturally responsive instructional materials and practices. Faculty will also learn strategies to increase student participation and to provide meaningful student feedback. In doing so, faculty will expand their abilities to consider how students’ culture, worldview, and diverse backgrounds influence their classroom experiences.
“Developing culturally responsive pedagogy is paramount to the creation of an equitable, inclusive, and welcoming classroom experience for all students. In particular, we recognize that our international students, in many instances, are working to navigate language and cultural differences, which can result in unique challenges for them,” says Keith Alford, Chief Diversity and Inclusion Officer. “We applaud the development of this workshop to assist faculty in further enhancing the Syracuse University classroom experience for our international students.”
Developed by School of Education Professors Jeff Mangram and Melissa Luke, this professional development opportunity applies research-supported teaching strategies and focuses on how faculty can expand their skills and increase their effectiveness with international students. These same instructional strategies have also been shown to improve educational outcomes for all students. Presenters will model high-leverage instructional strategies with opportunities to discuss and practice with peers.
“As someone who has experienced the workshop firsthand, I think Melissa and Jeff have designed a very engaging and interactive workshop for the purpose to support international students’ success,” says Yingyi Ma, Provost Faculty Fellow of Internationalization and Associate Professor in Sociology. “I especially like the fact that Melissa and Jeff have used their own classroom examples to illustrate the challenges and complexities of teaching and supporting our international students.”
The three workshops are inter-related, but not sequential. They have been intentionally designed so that faculty can attend starting with any of the three sessions and proceed with the remaining workshops. These workshops are part of the university commitment to professional development opportunities related to diversity, belonging, inclusion and equity offered throughout the academic year.
This event was published on March 17, 2021.