Summer Faculty Development Conference


2017 Diversity Track

Developing and Facilitating Diversity and Inclusion Experiences – Capitalizing on Faculty Expertise      

Monday, May 8, 2017 – Thursday, May 11, 2017

Faculty members at the University of Central Florida have considerable expertise around diversity and inclusion topics.  In addition to the specific content knowledge faculty deliver in their courses, the Office of Diversity and Inclusion recognizes the value of providing opportunities for faculty to share their expertise with the greater UCF community, with the ultimate objective being to support the University’s key goal, “to become more inclusive and diverse.” 

 

At the 2017 Summer Faculty Development Conference, participants will begin developing outlines and curricula for interactive diversity and inclusion workshops, with a final submission deadline of Friday, September 22, 2017.  These workshops, open to UCF’s faculty, staff, and students, and with the assistance of the Office of Diversity and Inclusion, will be scheduled for presentation starting in Spring 2018.  

 

Click here for the Diversity Track Registration and Proposal Form.

 

Deadline for completed Registration and Proposal Form: Friday, February 24, 2017 at 5:00PM


Previous Years’ Summer Faculty Development Conference Topics

2016 Summer Faculty Development Conference

Determining Factors that Influence and Enhance the Likelihood of Faculty at UCF Incorporating Diversity-Related Content into Courses

In their article, Factors Contributing to Faculty Incorporation of Diversity-Related Course Content, Matthew J. Mayhew and Heidi E. Grunwald (The Journal of Higher Education, Volume 77, Number 1, January/February 2006, pp. 148-168) write “. . . any institution that seeks to reflect its commitment to diversity through integrating diversity-related courses materials into the curriculum needs to rally support from faculty. Despite research suggesting that diversity in the classroom positively affects learning outcomes, many faculty members still do not integrate diversity-related materials into their courses. Diversity advocates want to know why.

 

Participants in the Diversity Track of the 2016 Summer Faculty Development Conference designed a survey instrument to be delivered to faculty members at UCF to determine what factors positively contribute to the likelihood of diversity-related content being incorporated into courses. Factors assessed in the survey included ones explored in similar studies at other educational institutions as well as those deemed to be of interest by participants in the Diversity Track.


2014 Summer Faculty Development Conference

Creating Inclusive College Classrooms

 

The fourth strategic goal of the University of Central Florida is “to become more inclusive and diverse.” Key to achieving this goal is the creation of inclusive college classrooms.

 

In their article, Creating Inclusive College Classrooms, Shari Saunders and Diana Kardia (Center for Research on Learning and Teaching, University of Michigan, 2013), define inclusive classrooms as ones “in which instructors and students work together to create and sustain an environment in which everyone feels safe, supported, and encouraged to express her or his views and concerns.” In inclusive college classrooms, faculty members respond to students on both an individual and a cultural level, and are particularly aware of the kinds of interactions that occur in the learning environment.

 

Participants in the Diversity Track of the 2014 Summer Faculty Development Conference will explore methods for creating inclusive classrooms, with the goal being the development of well-defined suggestions for faculty members to consider as they establish enhanced environments for teaching and learning in their courses.

2015 Summer Faculty Development Conference

Inclusive College Classrooms – Valuing and Respecting All Students 

 

The fourth strategic goal of the University of Central Florida is “to become more inclusive and diverse.” Key to achieving this goal is the creation of inclusive college classrooms.

 

In their article, Creating Inclusive College Classrooms, Shari Saunders and Diana Kardia (Center for Research on Learning and Teaching, University of Michigan, 2013), define inclusive classrooms as ones “in which instructors and students work together to create and sustain an environment in which everyone feels safe, supported, and encouraged to express her or his views and concerns.” In inclusive college classrooms, faculty members respond to students on both an individual and a cultural level, and are particularly aware of the kinds of interactions that occur in the learning environment.

 

Participants in the Diversity Track of the 2014 Summer Faculty Development Conference developed well-defined suggestions for faculty members to consider as they establish respectful environments for teaching and learning in their courses.

 

In the Diversity Track of the 2015 Summer Faculty Development Conference, faculty members will explore in depth how to create inclusive college classrooms for dimensions of diversity such as social class, disabilities, faith and non-faith perspectives, veteran status, sexual orientation, and gender identity and expression.

 

Thank you to those of you who joined us this year, we hope you gathered great insight to take back to your classrooms, and we look forward to working with you again in the future. Click here for a glimpse into the four-day conference sessions, and activities.


2013 Summer Faculty Development Conference

Expanding and Refining Cultural Competencies to Facilitate Infusion into Curricula

 

Cultural competency is the ability to function effectively in the presence of socio-cultural diversity.  In 2008, Diversity Track scholars proposed 21 “core” cultural competencies as learning objectives for the University of Central Florida’s students, as well as potential areas of growth for faculty and staff.  These competencies encompass three domains of learning – cognitive, affective, and skill-building.

 

The purpose of the Diversity Track of the 2013 Summer Faculty Development Conference was to expand and refine the cultural competencies to include details that will facilitate infusion into curricula. Further, as an outgrowth of the conference, Diversity Track scholars will develop online learning modules for faculty members to rely on as they transform curricula to incorporate the competencies, with the ultimate goal being the development of culturally competent students equipped to function in today’s global workplace.

Click here for the 21 “Core” Cultural Competencies.


2012 Summer Faculty Development Conference

Culturally Responsive Teaching

 

In their book, Diversity & Motivation: Culturally Responsive Teaching in College (2009), Margery Ginsberg and Raymond Wlodkowski suggest that “culturally responsive teaching occurs when there is respect for the backgrounds and circumstances of students regardless of individual status and power, and where there is a design for learning that embraces the range of needs,  interests, and orientations in a classroom.” Culturally responsive teaching is respectful of different cultures and is capable of creating a common culture that all individuals in a learning situation can accept. Culturally responsive teaching attempts to:

 

  1. Establish inclusion
  2. Develop attitude
  3. Enhance meaning
  4. Engender competence

 

For students, learning in an environment that is culturally responsive may foster or enhance intrinsic motivation.

 

The purposes of the Diversity Track of the 2012 Summer Faculty Development Conference was to explore the relevance of culturally responsive teaching as it relates to the 21st-Century college student and to develop materials for faculty members to rely on as they create learning environments that are respectful of all students. Dr. Margery B. Ginsberg from the University of Washington-Seattle will assist Diversity Track participants as they learn about the basic tenets of culturally responsive teaching, with the ultimate goal being the creation of classrooms where human diversity is understood and valued as being beneficial.

 

Click here for a short biography on Dr. Margery B. Ginsberg

Click here for a description of Diversity and Motivation: Culturally Responsive Teaching in College (2009)