Mediating Difficult Dialogues and Soliloquies

Respecting different backgrounds and experiences is essential for every classroom and department. But how do you prepare for difficult conversations or cultural normalcy changes? This blogpost will explore strategies and best practices for difficult academic conversations among colleagues through defining, limiting, planning, and navigating professional dialogues and soliloquies.

What are Difficult Dialogues and Soliloquies?

For this blog, we are focusing designating hot topic moments into two main areas of focus: difficult dialogues and soliloquies. Difficult dialogues can include conversations between a faculty member and colleagues that result in conflict or disagreements and providing feedback to one another. Difficult soliloquies can include presentations and lectures of topics that can be described as a hot-button issue.

How to limit the amount of difficult dialogues and soliloquies?

Whether in a one-on-one conversation or in a department meeting difficult topics will arise from curriculum changes to politics to salary projections. They can be both unavoidably triggered or inevitably expected. For soliloquies, a faculty member may have a presentation on a hot topic issue or is reporting a less than popular policy. The key to being able to handle both is to be prepared and knowledgeable in approaching the situation with care and with the intention of diffusing the situation. To achieve this, there are four steps that can aid in avoiding making a conversation into a difficult one:

1. Stay up to date with university news, policies, and current events. By ensuring that you are aware and knowledgeable, you can avoid misspeaking and causing unnecessary confusion. If you do not know the answer, be sure to state so upfront.
2. Stay calm and use respectful language, while clearly expressing professional intent. Respect should always be a priority for all parties involved.
3. Be aware of who your audience is or who you are conversing with. With any dialogue or presentation, there are different social expectations on appropriateness and respect depending on who you are speaking with. It is also important to never assume your audience’s life experiences or individual opinions.
4. Create an environment that is supportive, and community based. By creating an environment of amenable support, you can lessen any potential tensions or hurt feelings with the understanding that any and all language is not meant in ill-well.

How to plan for difficult dialogues and soliloquies?

When difficult conversations need to be had, it is always important to prepare ahead and determine the best course of action. Even in the most ideal scenarios, it is not possible nor feasible to expect and prepare for every response or reaction, but one can still prepare in order stay in control with facilitating the conversation. Preparing for this difficult dialogue can make the difference for creating acceptable outcomes and resolutions. The first step in planning is to determine potential outcomes. I recommend starting with three potential ones: an ideal resolution for you, a compromise for all parties, and an unacceptable outcome for you. Place these in a chart such as below:

Ideal Resolution	Potential Compromise	Unacceptable Outcome

For the second step, list some aspects of what each main scenario may look like. Now, review your compromise column. Be sure that your compromise is looking for a resolution and not falling into an unacceptable outcome. Is it a fair approach in mediating a situation or in providing common ground in a presentation? Does this compromise help avoid the unacceptable outcome?

Next, determine what talking points and language may lead to any of the three outcomes. Beware of using certain trigger words or phrases that could lead the conversation towards an unacceptable outcome. If possible, once you have created your outcomes, your talking points, and your list of words to avoid, reach-out to a friend, mentor, or experienced colleague for assistance in practicing the conversation. This will assist in allowing you the change to avoid becoming emotional and losing control of the situation, while receiving additional insight.

How to navigate difficult dialogues and soliloquies?

Finally, when it is time to begin that difficult dialogue or presentation, be sure that the scheduled time is convenient for all parties involved if possible. When beginning the conversation, be sure to focus on “I statements” instead of “you statements,” while framing the narrative as acknowledging feelings or the situation without blame. Be sure to give space for each party to share their input and perspective, while encouraging the language to fit within “I statements” and “you statements.” During the conversation, be sure that everyone remains respectful, while you facilitate the conversation in a manner that allows everyone a chance to speak.

Some useful strategies to incorporate can include:

• The Five Minute Rule: anyone who does not feel that their point-of-view is being heard has the chance to provide their perspective, while everyone else must listen for 5 minutes to everyone who shares that view point. Critics must remain quiet to provide the space for communication.
• The Fishbowl Exercise: If the conversation is comprised of multiple individuals rather than a one-on-one conversation, breaking individuals into smaller groups based on similar views. One viewpoint is brought into the middle of the group to share-out, while all critics silent. The groups then alternate. This allows empathy and space for all to be heard with their unique takes on a particular situation.

Final Thoughts

Looking at our own careers, it can be recognized that difficult conversations are a normal part of our professional experiences from the moment we are offered a new position, collaborate with colleagues, engage with diverse perspectives, to our research that may challenge preconceptions. Difficulty dialogues and soliloquies are an important facet of careers in higher education, where a lack of preparation and training can have negatively affect one’s career trajectory. However, this can be remedied through some mindful strategies and preparation. Regardless of whether your next difficult conversation is focused on your career or interpersonal communication, following any of the above strategies can provide you the chance to practice your skills in mediation, communication, and leadership.  

If you are interested learning more, please feel to reach-out to the Center for Faculty Excellence for future programming and resources!

 

Dayton L. Kinney, Ph.D.

Coordinator of Teaching, Learning, & Academic Excellence
Center for Faculty Excellence (CFE)
Texas Woman’s University
Stoddard Hall – Room 305A
940.898.3427
dkinney@twu.edu

 

Resources

Difficult Conversation Ahead? Be at Ease! (2023) Ombudsman and Mediation Services. United Nations. https://www.un.org/ombudsman/resources/tips/difficult-conversation

Difficult Dialogues. Vanderbilt University Center for Teaching. Accessed November 24, 2023. https://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/#tools

Evola, Marianne. (2023). The Importance of Difficult Dialogues. Texas Tech University’s Office of Research & Innovation. Accessed November 27, 2023. https://www.depts.ttu.edu/research/integrity/RCR/sm-archive/difficultdialogue.php

Ruiz-Mesa, K., & Hunter, K. M. (2019). Best practices for facilitating difficult dialogues in the basic communication course. Journal of Communication Pedagogy, 2, 134-141. https://doi.org/10.31446/JCP.2019.23

Soisson, Annie. (2018). Seven Bricks to Lay the Foundation for Productive Difficult Dialogues. Faculty Focus. https://www.facultyfocus.com/articles/effective-classroom-management/seven-bricks-to-lay-the-foundation-for-productive-difficult-dialogues/

 

Recommendations and Solutions to Close the DEI Gap for OT and Clinical Faculty’s Educational Resources

featuring guest author Molly Song,
TWU Occupational Therapy Doctoral Capstone Student
as part of her Capstone Project:
Development of Pedagogical Resources on Diversity, Equity, and Inclusion for Occupational Therapy Faculty 
Co-mentored by Dr. Dayton Kinney,
Coordinator of Teaching, Learning, & Academic Excellence

Diversity, Equity, and Inclusion (DEI) is an institutional and multi-faceted initiative based on the concepts that comprise its name. DEI’s relevancy will continue in today’s ever-changing social environment as shown by the 133 minority members of the 118th Congress, which has nearly doubled in the two decades since the 108th Congress of 2003-05, which had 67 minority members (Schaeffer, 2023). Yet, despite efforts to advocate and implement DEI initiatives in higher education for the aim to create systemic change, historically marginalized communities still struggle for acceptance and respectful interactions. In fact, as of 2020, 81% of Black adults say being Black hurts a person’s ability to get ahead in the U.S. at least a little, up from 68% in 2019 (Mitchell, 2021). With this continued struggle in mind, it is imperative for healthcare institutions and professionals to do their part by staying informed of current needs concerning areas of DEI.

DEI’s Influence on OT Pedagogy

Occupational Therapy (OT) is a healthcare field in which DEI needs to be embedded into the curriculum, because OT practitioners work with people of diverse backgrounds that extend beyond the preparation provided by the current literature. According to the U.S. Census Bureau (2021), 40.7% of the U.S. population identify as racial or ethnic minorities. Therefore, because of the high likelihood of an OT practitioner working with diverse cultural groups, it is crucial for educators to be knowledgeable and comfortable when teaching students how to be culturally responsive practitioners, as well as have the necessary resources. Through a review of literature describing the current presence of DEI in OT curriculum, a common theme was found within the studies: the limited evidence of DEI education. All studies found a gap for a comprehensive analysis of current instructional practices, whether it was the methods or efficacy of multicultural training practices (Brown et al., 2011), anti-racist instructional practices (Sterman et al., 2022), pedagogical practices and paradigms used by OT educators (Grenier et al., 2020), type of LGBTQ+ clinical preparation provided by OT programs (Bolding et al., 2020), or a need for graduate programs to include cultural competency education into curricula (Matteliano & Stone, 2014). These gaps in the literature suggest that current OT instructional practices may not be effectively preparing students. Consequently, they may contribute to health disparities and inequities for marginalized communities. DEI education is essential for preparing OTs to provide culturally responsive care to diverse client populations, which is a key element of quality healthcare.

Survey Results Comparison: How do students and faculty compare at TWU?

Building on the broader need for DEI education in OT, two needs assessments were performed to shed light on the current state of DEI education at TWU. The first assessment was conducted by TWU Dallas’s Coalition of Occupational Therapy Advocates for Diversity (COTAD) co-chairs with TWU OT students to determine their thoughts on the incorporation of DEI in TWU’s OT curriculum. Subsequently, I conducted the second needs assessment with the TWU OT faculty to determine their insights on DEI usage in their teaching. The findings of both show striking similarities that suggest a clear need for increased attention to DEI in OT education. For example, both students and faculty responded that the three most poorly addressed areas in the OT program were gender and sexual diversity (42% and 64% respectively), immigration and refugee experiences (40% and 64%), and racism (38% and 57%). Regarding topics to be addressed more in the program, both students and faculty wanted cultural influences on occupation to be covered in the curriculum (85% for both). The majority of both groups surveyed in the needs assessment wanted bias and privilege also covered. However, a majority of faculty also wanted to address additional areas of advocacy (69%) and anti-racism & privilege (62%). Gender identity and inclusive language were two additional significant areas of interest to be noted.

Figure 1. Comparison of Faculty and Student DEI Curriculum Assessment.

The first needs assessment conducted by COTAD used a pre-established survey with differences in options compared to the second needs assessment I conducted, but the results from both showed overlap with desired resources. When asked about their preferences concerning methods of learning about DEI in OT, most students chose in-class activities centered around conversations and discussions, with an emphasis on cross-cultural communication (learning culturally appropriate techniques of asking and responding to questions). 85% of faculty agreed. Yet, the majority of faculty (92%) preferred DEI resources to be developed in the form of case studies. 69% of faculty chose videos and journaling prompts. One specified method of deliverable was evidence-based articles, specifically regarding the efficacy of including DEI pedagogy at a societal level. One possible explanation of this difference in preference is that both like classroom materials to be interactive and engaging, but faculty must also balance this with licensure preparation, curriculum requirements, evidence-based approaches, and foundational knowledge as experienced educators. Below are my suggestions of pedagogical resources based on the compiled data that may interest TWU OT faculty and other clinical staff.  

Figure 2. Comparison of Student and Faculty DEI Resources.

Case Studies

The first pedagogical resource to aid TWU faculty’s instruction would be case studies. Faculty can use case studies that incorporate DEI in their classroom to learn and teach how culture influences occupations. These studies could describe clinical scenarios with clients who identify as members of historically marginalized communities (e.g. LGBTQ+, Muslim, Black). Evidence-based articles on cultural influences are provided in this external document as a supplement for context in the case studies. According to Thistlewaithe et al. (2012), using this type of resource allows students to apply background knowledge, identify barriers and integrate clinical knowledge to create interventions and solutions for treatment, and gain knowledge of appropriate means for communicating with clients from the aforementioned communities. Case studies are effective pedagogical resources for students to practice clinical scenarios that may occur in real situations and prepare them to be more culturally responsive practitioners (Thistlewaithe et al. (2012)).

In-class Activities

For a second solution, in-class activities that combine lecture material with interactive DEI elements can be valuable education tools when presented as hands-on cultural activities or via discussions centered around DEI topics with evidence-based clinical application. Hands-on activities can include trying food and participating in arts and crafts from less familiar cultures (Naber et al., 2021). Integrating such activities in an OT lab class will give students a glimpse into specific client factors (values and beliefs) and cultural occupations (personalized and meaningful engagement in daily life events by a specific client) as defined by the Occupational Therapy Practice Framework (2020). Client factors and occupations are core tenets of OT practice; becoming familiar with diverse traits and occupations will provide future practitioners more insight into the cultural occupations that are important to their clients. Discussions, another suggested in-class activity, can revolve around actionable ways of being anti-racist practitioners, recognizing and addressing microaggressions in clinical practice, and acknowledging and disrupting our own biases. This activity can be semi-structured with open-ended prompts and moderated by the faculty member. Through discussions, students can self-reflect, process, and learn from their peers. It is critical, however, for faculty to create a safe environment prior to starting these conversations in order for students to be honest and vulnerable when speaking about difficult topics. For more information on creating a safe community in the classroom, please peruse the previous CFE blog posts, including:

• Spring Semester Resolution: Healthy Boundaries In and Out of the Classroom
• Living Group Work Contracts
• Beginning the First Day of the Semester Right
• Humanizing Your Course

Community-based Activities

Finally, community-based activities are events and programs that occur within the local community and aim to improve the quality of life for community members. These are valuable for budding practitioners to discover available resources in the area to which they can refer clients. There are many community organizations and services students may be unfamiliar with (e.g. The Resource Center, Northwest Community Center, Black Trans Advocacy Coalition) that support historically marginalized groups. For example, a potential community-based activity could entail students visiting a community site that has experienced injustices and writing a business plan to identify solutions. Another activity could involve students choosing from a prepared list of community organizations and researching further into ones that offer safe and reliable housing, work, and/or additional services for immigrants, refugees, and LGBTQ+ clients who may run into issues due to discrimination. A final activity could prompt students to attend a religious service they are unfamiliar with to become more informed about the traditions and customs associated with that religion. Faculty should provide alternative options for students who are unable or unwilling to attend a religious service; this may include reading about religious practices or engaging in discussions with individuals from that religious background.

Final Thoughts

The needs assessments’ results show some differences of opinion between TWU’s OT students and faculty on methods of learning about DEI in OT, but both tend to agree on which DEI topics should be covered more in the curriculum. Faculty prefer clinical evidence and resources that are easily digested and dispersed, and students want more experience with cross-cultural communication. The difference in preferences between faculty and students highlights the importance of considering different perspectives and approaches when designing pedagogical resources. Understanding this difference can help educators design resources that are more effective and engaging for students, while also meeting faculty standards and expectations. This may involve incorporating more experiential learning opportunities, providing access to resources in different formats, and emphasizing the importance of evidence-based practice and interpersonal skills in healthcare. Developing and providing pedagogical resources is one step in closing the gap on addressing the lack of diversity, equity, and inclusion in the OT curricula. These resources alone will not resolve all of OT’s DEI needs, and ongoing efforts and commitment to promoting DEI in OT education and practice are necessary. From there, faculty can implement these resources into their instruction to prepare students to be culturally aware practitioners.

Molly Song, CFE Blogpost Guest Author
TWU Occupational Therapy Doctoral Capstone Student
Co-mentored by Dr. Dayton Kinney,
Coordinator of Teaching, Learning, & Academic Excellence

References

Bolding, D. J., Rodriguez, V., Nguyen, H., & Drabble, L. A. (2020). Survey of occupational therapy students' attitudes, knowledge and preparedness for treating LGBT clients. Journal of Occupational Therapy Education, 4(2). https://doi.org/10.26681/jote.2020.040203

Brown, E. V., Muñoz, J. P., & Powell, J. M. (2011). Multicultural training in the United States: A survey of occupational therapy programs. Occupational Therapy In Health Care, 25(2-3), 178-193. https://doi.org/10.3109/07380577.2011.560240

Grenier, M., Zafran, H., & Roy, L. (2020). Current landscape of teaching diversity in occupational therapy education: A scoping review. The American Journal of Occupational Therapy, 74(6), 7406205100p1-7406205100p15. https://doi.org/10.5014/ajot.2020.044214

Matteliano, M. A., & Stone, J. H. (2014). Cultural competence education in university rehabilitation programs. Journal of Cultural Diversity, 21(3), 112–118. https://ezp.twu.edu/login?url=https://www.proquest.com/scholarly-journals/cultural-competence-education-university/docview/1560769187/se-2

Mitchell, T. (2021, May 25). Amid national reckoning, Americans divided on whether increased focus on race will lead to major policy change. Pew Research Center’s Social & Demographic Trends Project. https://www.pewresearch.org/social-trends/2020/10/06/amid-national-reckoning-americans-divided-on-whether-increased-focus-on-race-will-lead-to-major-policy-change/

Naber, A., Adamson, A., Berg-Poppe, P., Ikiugu, M., Tao, H., & Zimney, K. (2021). Using embedded encounters to promote cultural humility in occupational therapy and physical therapy education. Journal of Occupational Therapy Education, 5(1). https://doi.org/10.26681/jote.2021.050113

Occupational therapy practice framework: Domain and process—Fourth edition. (2020). The American Journal of Occupational Therapy, 74(Supplement_2), 7412410010p1-7412410010p87. https://doi.org/10.5014/ajot.2020.74s2001

Schaeffer, K. (2023, January 9). U.S. Congress continues to grow in racial, ethnic diversity. Pew Research Center. https://www.pewresearch.org/fact-tank/2023/01/09/u-s-congress-continues-to-grow-in-racial-ethnic-diversity/

Sterman, J., Njelesani, J., & Carr, S. (2022). Anti-racism and occupational therapy education: Beyond diversity and inclusion. Journal of Occupational Therapy Education, 6(1). https://doi.org/10.26681/jote.2022.060103

Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., Purkis, J., & Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME guide No. 23. Medical Teacher, 34(6), e421-e444. https://doi.org/10.3109/0142159x.2012.680939

U.S. Census Bureau. (2021). QuickFacts. U.S. Department of Commerce. Retrieved February 21, 2023, from https://www.census.gov/quickfacts/fact/table/US/PST045221#

Spring Semester Resolution: Healthy Boundaries In and Out of the Classroom

Happy New Year and Start of the Semester, CFE Blog Readers!

As we begin another calendar year, this is a great time to self-reflect in order to start off the spring semester on the right foot. Like our mid-semester student evaluations, this is our time to evaluate what works and does not work for us as educators as we begin a new semester.

With our ongoing transition back to in person and on-campus instruction, many of us are finding the need to establish or reestablish boundaries that may have become blurry. Often, many of these boundaries are understood or listed in our Faculty Handbook, Staff Handbook, and Student Handbook. Other boundaries can be culturally, socially, or generationally understood with many shades of faux pas or misunderstandings. However, instituting clear boundaries can help with miscommunications and provide support for everyone in the classroom and for ourselves beyond the walls of the university. Our overarching goal is to create an equitably inclusive environment through effective communication!

What are Healthy Boundaries?

Considered to be a foundational skill for all relationships and interdisciplinary work, boundaries are the “invisible [lines] that define defines what behaviors are acceptable for an individual,” which can be physical, emotional, time-oriented, and/or spatial. Essentially, they are the standards of how we want to be treated that can be fluid depending on the circumstances and who these boundaries are for. All of our boundaries should be different whether we are interacting with a colleague, a student, a mentor, friend/family-member, or ourselves.  According Jaya Roy at the Berkeley Well-being Institute, boundaries are not just something “that separates ourselves from others,” but rather “a way to connect deeper to ourselves and the people around us.”

Boundaries for Your Students

• How and where to sit in the classroom
• Phone and technology usage
• Trigger warnings and clear expectations

Often, student behaviors come to mind when we think of boundaries in and out of the classroom. Many of these boundaries are established on the layout of our in-person and online classrooms. We and our students are assigned a physical or virtual space to meet for class at designated times. Interacting in this physical or virtual space has its own [hopefully] understood absolutisms, such as dressing in daytime clothes for class instead of pajamas, coming prepared, and providing respect.

Some rules may be clearer than others to your students, but it is a great opportunity for you as the instructor to address and institute these boundaries. During the first weeks of class, you can clearly state and enforce non-negotiables for your class, such as sitting attentively towards the front of class or a clear technology rule. Other expectations may be more fluid and defined by both you and the students, such as how to approach trigger warnings and defining clear expectations. For the steadfast non-negotiables, place them in your syllabus, highlight them on Canvas, and verbalize them during class. For the negotiables, consider discussing through a living group work contract so students can have their voices heard or help define mutual expectations in regards to technology usage, trigger warnings, and expectations.

Boundaries for Interpersonal Interactions with Colleagues and Students

• State your boundary rather than providing a “no statement.”
• Designate your off-hours from email and your commitments.
• Choose how you would like to be addressed and treated.

For everyone you interact with, do not forget to establish boundaries early on, but this does not mean to introduce a series of “no” statements. If a “no” statement is presented, you are then communicating that this boundary has already been crossed in the past or present. Those “no” statements can easily place yourself in a defensive position rather than in control of your classroom and work-life balance because they often present themselves as a reprimand. Why start the semester reprimanding when a boundary has not been crossed? If you are approaching boundary dilemmas as a fresh or veteran instructor, the best course of action is to use self-reflection on areas that you would like to improve or establish that work-life balance. Choose hours that you designate as off-hours from students, committees, and colleagues with exceptions for emergencies. Declare how you would like to be addressed in meetings and presentations.

Dr. Harriet L. Schwartz of Carlow University recommends to communicate those boundaries clearly with an understanding of flexibility because boundaries can be fluid and dependent on the circumstances. Because, in essence, what we really are communicating are preferences. For example, I may not respond to an 11:00 PM email until hours later in the morning; however, if I have a student or colleague in a legitimate crisis and I choose to check my email outside of working hours, I will more often than not respond. That is not breaking a “no” statement rule of “no email responses after the workday,” but rather a flexible boundary of “I do not diligently check my email as frequently as I would during my normal working hours. You may not hear from me until 8am the next day.” The former statement is succinct but can easily create anxiety for the student or be a point where the instructor falls into the habit of not truly meaning what they say. The latter statement indicates a preference and a reasonable approach to exceptions without over-promising.

Boundaries for Yourself

• Organize your schedule
• Create a supportive network
• Register for professional development

Finally, boundaries extend beyond interpersonal interactions. They can delineate how you prioritize yourself and your well-being, while navigating the intersectional hurdles of identity, privilege, and power. If you do not create boundaries for yourself on how you treat yourself and your time, creating those boundaries with others can become much more daunting. This semester, I challenge everyone to attempt to organize a schedule that will carve-out time for research, teaching, family time, and self-care. Nurture your brilliant minds and emotional intelligence by seeking out a supportive network. Try to seek out professional development opportunities to create new opportunities or skills. And finally, give yourself grace and the space to try new things.

Have a great start to your semester and be on the lookout for the Center for Faculty Excellence’s Spring Workshop Offerings!

Dayton L. Kinney, Ph.D.

Coordinator of Teaching, Learning, & Academic Excellence
Center for Faculty Excellence (CFE)
Texas Woman’s University
Stoddard Hall – Room 305A
940.898.3427
dkinney@twu.edu

Living Group Work Contracts

 

Living Group Work Contracts

Group work is an essential tool for students to reinforce new knowledge and to develop an array of skills—particularly soft skills—that can best prepare them across industries. Soft skills are essential for everyone because they are needed when collaborating with others, they are essential when creating an inclusive & equitable community, and it strengthens other more technical skill sets. As educators, we use our soft skills all the time. These skills include problem-solving, emotional intelligence, communication, adaptability, mindfulness, leadership, self-motivation, time management, etc. These skills are even more valuable when considering the number of future careers turning to automation, which has not been successful in automating most soft skills. Teaching these soft skills is not an easy task. For some courses, teachers build activities that can develop soft-skills into the curriculum with group work, group projects, and open discussions among peers about contemporary hot topics. Yet, there is a simple activity that every course or department can use. Living group contracts can help develop these soft-skills, while creating a classroom environment rooted in equity, inclusion, and responsibility.

What is a Living Group Work Contract?

You might be wondering, “What is a living group contract?” You might know it by a different name, such as, a community agreement, academic/classroom social contract, right and responsibilities document, and a participation agreement. It is an agreement between all parties involved on acceptable behavior, social etiquette, expectations, participatory roles, and on determining consequences when deliverables are not met. The National Equity Project defines it as “as a consensus on what every person in [a] group needs from each other and commits to each other in order to feel safe, supported, open, productive and trusting… so that we can do our best work, achieve our common vision, and serve our [students/families/constituents] well.” A living group work contract can be used for classroom etiquette, group projects, and verbalizing boundaries. The “living” portion means that additional rules or changes to the rules can be discussed as the semester progresses and as needs change. The scope of these contracts depends on the intended use. Below are a few different scenarios that may interest you.

For Creating Classroom Community and Equity in Discussions

A syllabus and student handbook should cover many of the hard and fast rules that your academic program requires. However, there are items beyond what a syllabus or handbook cover that should be discussed among all classroom participants. These missing items can include defining the intrinsic value of a course to a student, creating a sense of belonging in class, and best interpersonal practices during triggering or difficult topics. A living group contract can help students and instructors determine their academic and interpersonal interactions. This also gives a chance for students to advocate their essentials to help create a positive and inclusive learning environment. Their requests can range from emotional support to logistics. Students will appreciate feeling heard as it creates an equitable environment for all of them to engage.

From my own experience of using living group work contracts, I have had students express the following needs:

• A 5-minute grace period for attendance during inclement weather.

• Patience and empathy with discussions on triggering or sensitive subject material.

• Respectfully not speaking over others and patiently waiting to contribute during class.

• Requesting for lectures to be recorded.

• Flexible rules on using technology in the classroom.

For Establishing Aspirations and Roles with Group Work

For group work, this is an opportunity to empower both individuals and the collective by creating awareness of expectations and responsibilities. This is a feasible way to reframe the idea of a group being defined by rules into a group that aspires to an idealized deliverable and working arrangement. Each student is responsible to participate, while the entire group is culpable to motivate that participation. Students should find themselves to be more empowered to speak-up and advocate for their needs because they had spent the time developing this group agreement. In this scenario, the aspirations dictate the rules rather than the rules dictating the aspiration.  For example, a group may aspire to avoid a time crunch right before the deadline or for all of them to contribute equally. This would then lead to the question, “How can we achieve that?” Students would then create the agreements to support this aspiration. This change in thinking means that students are buying-in to participate as a group based on their wants instead of being dictated rules that they never had the opportunity to develop.

Establishing Professional Boundaries with Colleagues

Living group contracts are not just for your students! Many of the valuable outcomes from creating a living group work contract or a community agreement can be used towards faculty meetings and committees. Together, you and your colleagues can recognize that collectively you have a vast amount of expertise and want to best support your institution’s mission. This can be particularly important by ensuring that junior faculty, visiting lecturers, and adjunct faculty have the space to voice their unique insights, while respecting the experience of more senior faculty. They are also a great way to make meetings more equitable for faculty of underrepresented groups.

How to Implement a Living Group Work Contract

Before implementing a living group work contract, decide whether you are using one for the classroom environment, a specific project, or a committee. Once you know with whom you intend to develop a living group contract, remember to keep an open mind and be conscientious with your communication. Now, you can begin the process through these suggested steps:

• Frame the conversation for collective needs and commitments.

• Categorize the brainstorming into 3 categories:  agreements for aspirations, norms for behavior, and rules for enforceable boundaries. 

• Engage with everyone either verbally or through individual written lists.

• Mindfully listen with an open-mind, while respecting diversity.

• Provide a space of confidentiality that refrains from giving unsolicited advice.

• Create a living document that can be checked and reevaluated by the group incrementally over the semester or academic year.

In Conclusion

Living group contracts are a necessary step towards practicing equity in our classrooms and departments. They are the means to create a collective vision for students and faculty to strive in creating an inclusive classroom where everyone has the ability to contribute. If you are interested in implementing a living group work contract, let us know and reach-out to schedule a one-on-one consultation here at the Center for Faculty Excellence!

 

Dayton L. Kinney, Ph.D.

Coordinator of Teaching, Learning, & Academic Excellence
Center for Faculty Excellence (CFE)
Texas Woman’s University
Stoddard Hall – Room 305A
940.898.3427
dkinney@twu.edu

Reference List

“Developing Class Participation Agreements.” UMASS Amherst Center for Teaching & Learning. https://www.umass.edu/ctl/sites/default/files/Handout-Developing%20Class%20Participation%20Agreements.pdf .

“Developing Community Agreements.” National Equity Project. https://www.nationalequityproject.org/tools/developing-community-agreements.

Huang, Li-Shih. “Students Riding on Coattails during Group Work? Five Simple Ideas to Try.” Faculty Focus. https://www.facultyfocus.com/articles/effective-teaching-strategies/students-riding-coattails-group-work-five-simple-ideas-try/

“Making Group Contracts.” University of Waterloo Centre For Teaching Excellence. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/making-group-contracts.

Studio Be. “Community Agreements: Making Meetings Less Stressful.” Studio Be Mindfulness. https://www.studiobemindfulness.com/blog/community-agreements/.

 

 

 

Level the Playing Field by Reframing the Idea of "Weed-out" Courses

Choosing to attend college and their degree program can be one of the most important decisions for young adults that will dictate their options for careers, academic opportunities, professional development, future earnings, and social experiences. As of July 26^th 2022, 74.5% of all 18- and 19-year-olds are enrolled in a post-secondary school of any type (educationdata.org). According to educationdata.org, 42.8% of the Class of 2020 enrolled in a 4-year institution. This number can be explained as universities filtering-out students based on admissions thresholds and students self-selecting on whether to apply to a four-institution.

However, for many of these incoming students there is another process of sorting them from one another, known as “weeding-out” students, and it can be quite controversial. Some institutions pride themselves on demanding academics where they announce to new students, “Look to your left, and look to your right because one of you will not be here next semester.” Sometimes, it is discipline specific. Departments can have a culture that demarcates students into two categories resulting in high dropout rates: a few who are likely to excel in a specific subject area and a large portion who likely will struggle or fail. Often, this form of academic gatekeeping packages itself as a demanding introductory undergraduate course that measures aptitude in a specific discipline-area.

What is a weed-out course? And what is the academic culture surrounding them?

Informally known as “weed-out” courses, these undergraduate classes tend to be introductory courses and core courses for a major or subject-area. Often these classes have a large rate of students who do not  seek a degree in the same discipline-area. These courses stereotypically are associated with the science, technology, engineering, and mathematics (STEM) fields. However, other majors have their own version gatekeeping courses.  From my own experience, the music theory sequence is often utilized as a type of gatekeeping for the music major. Regardless of the subject matter, heavily demanding introductory courses known as “weed-out courses” discourage students who struggle with the subject matter, are overwhelmed by the time-commitment, and are frustrated by receiving low grades.

Who are we “weeding-out?”

It begs the question, “who are we “weeding-out?”” If our goal is to have an education that champions diversity, equity, and inclusion (DEI), we must also recognize that the notion of “weeding out” students from majors can be highly problematic since it disproportionately affects first-generation students, women, people of color, and other underrepresented groups. These courses are still common for American colleges and universities despite the rising advancement of diversity and inclusion initiatives. In several studies, student performance and their parents’ education can be determining factors of whether a student continues in a STEM field, particularly for women and first-generation students. According to the National Center for Education Statistics, the 6-year graduation rate in 2016 was 60-percent for this group. Only 41-percent completed their programs within 4-years. These numbers are even lower for students in this group who identify as Hispanic, Pacific Islander, Black, or American Indian/Alaska Native.

Leveling the playing field in the Classroom

If we are to champion DEI and academic excellence, while also encouraging student retention, then it is essential to change the mind-set of a demanding introductory courses from being a “weed-out” course to an opportunity for each student to have the chance to “level their playing field.” This means we actively provide the resources and support necessary for students to succeed. Within our courses, this can include assessing prior knowledge and skills, providing a list of institutional support services, defining expectations for participation, checking-in with our students, and training them to be self-sufficient through self-reflective practices.  

A first-step would be to assess your students’ prior knowledge and skills, so you, their academic advisors, and the university can proceed in providing a support system tailored to an individual student’s needs.  (For more information on diagnostic assessment, please read our previous blog post Assessing Your Students’ Prior Knowledge.) After that diagnostic assessment, it is essential to support students in a multi-faceted approach. Connect them with TWU’s institutional resources listed below, if appropriate.

• TWU Academic Advising
• TWU Get Coaching
• Write Site
• Science Learning Resource Center
• Dr. Don Edwards Mathematics & technology Success Center
• TWU Disability Services for Students
• TWU CAPS (Counseling and Psychological Services)
• Pioneer Center for Student Excellence
• Diversity, Inclusion, and Outreach
• TWU Career Connections
• Office of Student Life

In the classroom, you can support students by creating clear expectations, scaffolding your subject matter, promoting a sense of community, and developing a variety of formative assessments that can guide a student’s learning by allowing them to submit multiple drafts or revisions. Through well-thought formative assessments, you can guide your students’ learning and allow them to continue to grow. Finally, always make sure to check-in with your students to intervene early. If you begin to see a dip in grades, quality of work, or attendance, do not wait to follow-up. Early intervention is more effective and easier than to wait until the final weeks of the semester to course-correct. This is a chance to teach students how to overcome their academic challenges rather than allowing the difficulty to define and stunt their potential. 

Closing Thoughts

By intervening early on, an instructor can give a student the chance to continue and thrive in their major or career plan.

If you are interested in discussing more on classroom support for students, please feel free to reach out to the Center for Faculty Excellence!

Dayton L. Kinney, Ph.D.

Coordinator of Teaching, Learning, & Academic Excellence
Center for Faculty Excellence (CFE)
Texas Woman’s University
Stoddard Hall – Room 305A
940.898.3427
dkinney@twu.edu

 

Reference List

Burdman, P. (2022). To Keep Students in STEM fields, Let’s Weed Out the Weed-Out Math Classes. Scientific American.

Cohen, A. (2021). Don’t let a college weed-out class ruin your career plans. Boston Herald.

National Center for Education Statistics. (2019). Indicator 23: Postsecondary Graduation Rates. Status and Trends in the Education of Racial and Ethnic Groups.

Singh Chawla, D. (2020). Weed-out Classes in Sciences May be a State of Mind. New York Times.

Thompson, M. E. (2021). Who’s getting pulled in weed-out courses for STEM majors?. Brookings: Brown Center Chalkboard.

U.S. Department of Education. (2016). Key Data Highlights Focusing on Race and Ethnicity and Promising Practices. Advancing Diversity and Inclusion in Higher Education.

Assessing Your Students’ Prior Knowledge

Student assessment is an essential component to teaching and understanding how students are processing their learning, so you may evaluate your learning designs. It allows you to track your class’s performance, while also providing evidence of that progress. Finally, it is presented as a task that challenges students to apply or demonstrate their new knowledge.

However, in order to appropriately track your students’ progress there must be an understanding of where your students are beginning from in regards to previous knowledge, experience, and skill readiness. This is considered a diagnostic assessment. This type of assessment measures a student’s baseline about the subject material and is essential for targeting gaps, uncovering misconceptions, understanding the diversity in the classroom, and creating interdisciplinary connections. Below we will be discussing the benefits, and how to implement prior knowledge checks through diagnostic assessments.

Starting Points and Early Intervention

Our students are as diverse as our society, and they come from a range of socioeconomic backgrounds, school systems, and opportunities. The benefit of a diagnostic assessment is that it allows the instructor to have insight into each student’s starting point for the course. You might find that your entire class is new to the subject material, or they may already have some level of familiarity with the course material. A diagnostic assessment can deliver essential information from the first week of class that can include identifying students who might need additional help in skill sets, studying, or covering knowledge gaps. This valuable information gives you a chance to adapt your teaching plans. It can also provide you with a chance to strategize opportunities for students to catch-up. Helpful strategies can include recommending review sessions, tutoring, remedial work, or skill mentoring support. The goal is for your students to have the chance to meet future learning objectives.
Here at TWU, students have additional support for study skills and skill mentoring, including: academic advising (TWU Academic Advising), academic coaching (TWU Get Coaching), writing (Write Site), studying science (Science Learning Resource Center), and mathematics & technology tutoring (Dr. Don Edwards Mathematics & technology Success Center).

Methods to Assess Prior Knowledge

When assessing prior knowledge, it is important to ensure that students are assessed uniformly and are not assigned a grade based on their diagnostic assessment. Your options can include an assessment quiz, a student survey, concept maps, portfolios, and concept inventories.
Some of these examples may be more familiar to you than others. Out of this list, assessment quizzes are likely to be the most familiar to you. Timed assessment quizzes are great at recreating a formative or summative assessment that you will likely implement during a semester, but without the pressure of a grade.  You may even consider using a review or practice quiz for the final. In my own courses, I have had students retake and compare their two results at the end of the semester to reflect on their own progress. You can poll or survey students on their prior experience separately or in conjunction with an assessment quiz. You could have older students who have had experience in your subject material, but could be rusty with problem sets or putting that knowledge into practice.
If you would rather stay away from a diagnostic assessment designed around a comprehensive quiz or student survey, you may consider concept inventories or concept maps. Concept inventories are multiple choice or short answer tests that target only the fundamentals within a subject. Their main purpose is to uncover systemic misconceptions or overlooked nuances by focusing on specific fundamentals.  
For a final example, portfolio reviews are great to track students’ academic growth, especially for papers, creative work, research, or projects. By keeping a student portfolio from the first-year through senior year, instructors are able note gaps and fine-tune individual feedback based on what they can see and where they hope students are by the end of a course. This can be standard for courses in the performing arts, but can also be applied to scientific research, journalism, computer programming, English, education, and more.

Closing Thoughts

Using diagnostic assessments is a first step into ensuring that we support students and making sure that you have the necessary information to teach the course well. Just be sure to communicate that no grade will be assigned regardless of the method that you choose. Finally, if you are not certain of how to proceed after a diagnostic assessment, make sure to reach out to us at the Center for Faculty Excellence, where we can help you with resources and strategies.

Dayton L. Kinney, Ph.D.

Coordinator of Teaching, Learning, & Academic Excellence
Center for Faculty Excellence (CFE)
Texas Woman’s University
Stoddard Hall – Room 305A
940.898.3427
dkinney@twu.edu

 

Reference List

Burdman, P. (2022). To Keep Students in STEM fields, Let’s Weed Out the Weed-Out Math Classes. Scientific American.

Carnegie Mellon University. (2022). Assessing Prior Knowledge. Eberly Center for Teaching Excellence & Educational Innovation.

Cohen, A. (2021). Don’t let a college weed-out class ruin your career plans. Boston Herald.

Cornell University. (2022). Assessing Prior Knowledge. Center for Teaching Innovation.

Morrison, N. (2015). The Surprising Truths About How Students Choose Their Majors. Forbes.

Novak, J. & Cañas, A. The Theory Underlying Concept Maps and How to Construct and Use Them. Institute for Human and Machine Cognition.

Singh Chawla, D. (2020). Weed-out Classes in Sciences May be a State of Mind. New York Times.

Thompson, M. E. (2021). Who’s getting pulled in weed-out courses for STEM majors?. Brookings: Brown Center Chalkboard.

Yale University. (2021). Building Upon Students’ Prior Knowledge and Skills. Poorvu Center for Teaching and Learning.