Our pedagogical resources are designed to aid faculty as they prepare to teach a Difference, Power, and Discrimination course.  These resources range from creating inclusive classroom environments to addressing issues specific to international students in the classroom. 

 

Gender neutral language and the inclusive classroom 

5 Ways To Make Classrooms More Inclusive:

https://www.npr.org/2018/10/26/659571443/5-ways-to-make-classrooms-more-inclusive

Why The 'I Don't See Color' Mantra Is Hurting Your Diversity And Inclusion Efforts

https://www.forbes.com/sites/janicegassam/2019/02/15/why-the-i-dont-see-color-mantra-is-hurting-diversity-and-inclusion-efforts/#5e972aec2c8d

Teaching Beyond the Gender Binary in the University Classroom 

https://cft.vanderbilt.edu/guides-sub-pages/teaching-beyond-the-gender-binary-in-the-university-classroom/

 

Teaching International Students 

Lin, S.  & Scherz, S. D.  (2014). Challenges facing asian international graduate students in the us: Pedagogical considerations in higher education.  Journal of International Students, 4(1), 16-33.  

This article calls attention to the linguistic and cultural challenges faced by Asian graduate international students in the U.S.  The authors conduct a phenomenological study as means to identify the primary obstacles in regards to language and cultural assimilation experienced by international students.  The results provide evidence for linguistic challenges, including difficulties comprehending in-class lectures, developing an academic rhetoric, and classroom participation. The data also indicated the existence of cultural challenges in term of forming social relationships and time expectations in the American culture.  The authors provide academic instructor with strategies for overcoming the challenges presented throughout the reading and recommendations for future pedagogical perspectives.

Bartram, B.  (2007). The sociocultural needs of international students in higher education: A comparison of staff and student views.  Journal of Studies in International Education, 11(2), 205-214.  

Bartman analyzes the differences in perspectives between international students and their instructors.  His primary focus is on the topic of social support mechanisms in relation to academic learning in which he has identified as sociocultural needs of international students.  Based on the responses from interviews from both international students and their instructors, Bartman found that students called for more social support from their staff, specifically in regards to assisting them developing and maintaining their social networks.  Establishing support mechanisms, such as social evening events, that are specifically created for the needs of this group of students was consistently expressed by students throughout this study. Staff perceptions indicated that they are aware of the growing dependency of international students and are willing to aid, but are somewhat skeptical by the consumer-driven nature of the institution itself when it comes to international students.  Instructors reported feeling strained between meeting the consumer needs of the students, while attempting to mold them into independent learners.

Valdez, G.  (2015). U.S. higher education classroom experiences of undergraduate Chinese international students.  Journal of International Students, 5(2), 188-200.  

Based on the theoretical framework of double consciousness developed by W.E.B. Du Bois, Valdez conducted a study examining the experiences and perceptions of undergraduate
Chinese international students in the U.S.  This article explores the effects of double consciousness in relation to white stereotypes, practical racism, and the internal struggles caused by this twoness.   Valdez demonstrates the ways in which double consciousness as a result of everyday racism comes to alter Chinese international student’s experiences in attempting to assimilate to American culture while still maintaining their identification with other Chinese international students in the classroom.  Results from interviews conducted show that the double consciousness of Chinese international students becomes most apparent when making comparisons between their academic experiences between the U.S and China, perceived appropriate practices, and the beliefs held about the perceptions of the faculty on Chinese international students.  

Telbis, N. M., Helgeson, L., & Kingsbury, C.  (2014). International students’ confidence and academic success.  

This publication highlights the connection between international students’ level of self-efficacy and academic success.  The findings from a questionnaire that incorporated the challenges faced by international students, (social adaptability, language barriers, academic ability and financial security), are positively correlated to students confidence levels.  The authors offer solutions to overcoming each of the four barriers identified as means to ensure the academic success of international students in higher education. Some strategies include peer mentoring and the availability of ESL courses for international students.   

Zhang, Y.  (2016). International students in transition: Voices of Chinese doctoral students in a U.S. research university.  Journal of International Students, 6(1), 175-194.  

Zhang employs Goodman’s adult transition theory to analyze the lived experiences of Chinese doctoral students in the U.S. from an individual perspective.  Goodman identified four factors that may influence the transitioning experience of an individual: situation, self, support and strategies. The author argues that each of these factors play a role in the experiences and success of Chinese international doctoral students.  Findings from this study indicated that the experiences and challenges faced by Chinese international students are vastly overlook in comparison to American undergraduate students due to the perceptions held by Americans of Chinese students. Zhang concludes by demonstrating how the four factors apply to Chinese international students, and offers strategies for U.S. universities.

Urban, E. & Palmer, L. B.  (2014). International students as a resource for internationalization  of higher education. Journal of Studies in International Education,  18(4), 305-324.  

This study focuses on the role of international undergraduate and graduate students in the U.S. as cultural resources for higher education.  Based on the responses from a student survey, the data indicates that international students are not utilized to facilitate the development of a more inclusive curriculum, or encourage the growth of global relationships.  Urban and Palmer contend that the future of economic growth in the U.S. is largely predicated upon international alliances. Although there is a need to engage international students as means to enhancing the cultural competency within higher education, little is mentioned about the boundaries and potential dangers of objectification.  

Kwon, Y.  (2009). Factors affecting international students transition to higher education institutions in the united states.  From the perspective of office of international students. College Student Journal, 43(4), 1020-1036.  

Kwon highlights needs and influential factors that aid international students during their time of transition to an American academic environment.  This study calls attention to the subjective differences in experiences based on the students’ gender, ethnicity, and academic status. The findings provide evidence of variance between the perspectives of international student’s views about English proficiency, faculty, and university support based on their individual demographic factors.  This publication offers critical implications for academic faculty and staff in helping international students through their transition and adjustment to the U.S. educational system.

 

Teaching to Everyone 

Nightingale, et al. “Developing the Inclusive Curriculum: Is Supplementary Lecture Recording an Effective Approach in Supporting Students with Specific Learning Difficulties (SpLDs)?” Computers & Education, vol. 130, 2019, pp. 13–25.

Supplementary lecture capture is widely used in higher education as the recordings generated are highly valued by students. Here we used a between-subjects, mixed methods study to evaluate whether this approach can support the learning of students disclosing Specific Learning Difficulties (SpLDs). We used a ‘Lecture – Independent study – Exam’ design, and two groups of students: (i), 42 participants disclosing dyslexia, and (ii), 50 students with no disclosed SpLDs, to assess the impact of studying with lecture recordings on academic performance. We show that independent study with a lecture recording is as effective as studying with a textbook in supporting academic performance. Importantly, both groups of students performed equally, despite the barriers that lectures present for many disclosing dyslexia. These students suggested that lecture recordings compensated for these difficulties due to their on-line availability, engaging format and ability to support a range of learning approaches. We conclude that lecture recordings are an effective way to support students disclosing dyslexia and other SpLDs, and have a role to play in inclusive curricula.

Cole, Courtney E. “Culturally Sustaining Pedagogy in Higher Education: Teaching so That Black Lives Matter.” Equality, Diversity and Inclusion: An International Journal, vol. 36, no. 8, 2017, pp. 736–750.

The purpose of this paper is to show how the principles of Black Lives Matter can be used to enact a culturally sustaining pedagogy (CSP) in higher education settings, particularly in small colleges that serve significant populations of students who are underrepresented in higher education.

Ahad-Legardy, Badia, and Poon, OiYan. Difficult Subjects : Insights and Strategies for Teaching about Race, Sexuality, and Gender. First ed., Stylus Publishing, LLC., 2018.

Difficult Subjects: Insights and Strategies for Teaching about Race, Sexuality and Gender is a collection of essays from scholars across disciplines, institutions, and ranks that offers diverse and multi-faceted approaches to teaching about subjects that prove both challenging and often uncomfortable for both the professor and the student. It encourages college educators to engage in forms of practice that do not pretend that teachers and students are unaffected by world events and incidents that highlight social inequalities. Readers will find the collected essays useful for identifying new approaches to taking on the “difficult subjects” of race, gender, and sexuality. 

Cote-Meek, S. (2014). Colonized classrooms : Racism, trauma and resistance in post-secondary education. Halifax ; Winnipeg: Fernwood Publishing.

In Colonized Classrooms, Sheila Cote-Meek discusses how Aboriginal students confront narratives of colonial violence in the postsecondary classroom, while they are, at the same time, living and experiencing colonial violence on a daily basis. Basing her analysis on interviews with Aboriginal students, teachers and Elders, Cote-Meek deftly illustrates how colonization and its violence are not a distant experience, but one that is being negotiated every day in universities and colleges across Canada.

 

Bonilla-Silva, Eduardo. “The Invisible Weight of Whiteness: the Racial Grammar of Everyday Life in Contemporary America.” Ethnic and Racial Studies, vol. 35, no. 2, 2012, pp. 173–194

Racial domination, like all forms of domination, works best when it becomes hegemonic, that is, when it accomplishes its goal without much fanfare. In this paper, based on the Ethnic and Racial Studies Annual Lecture I delivered in May 2011 in London, I argue there is something akin to a grammar – a racial grammar if you will – that structures cognition, vision, and even feelings on all sort of racial matters. This grammar normalizes the standards of white supremacy as the standards for all sort of social events and transactions. Thus, in the USA one can talk about HBCUs (historically black colleges and universities), but not about HWCUs (historically white colleges and universities) or one can refer to black movies and black TV shows but not label movies and TV shows white when in fact most are. I use a variety of data (e.g., abduction of children, school shootings, etc.) to illustrate how this grammar works and highlight what it helps to accomplish. I conclude that racial grammar is as important as all the visible practices and mechanisms of white supremacy and that we must fight its poisonous effects even if, like smog, we cannot see how it works clearly.

 

https://www.flipsnack.com/youreinmerica/you-re-in-merica-make-your-voice-heard/full-view.html

OSU resource for Speakers of other languages

Canvas accessibility and inclusivity tools

Accessibility Check (also called UDOIT) is a tool for faculty to quickly identify and fix common accessibility issues in their Canvas course content. 

Here are just a few of the accessibility issues that the tool will detect:

missing alternative text for images

poor color contrast

missing descriptive link text

https://oregonstate.teamdynamix.com/TDClient/KB/ArticleDet?ID=69904

These tools make course content more accessible to all learners by enabling multiple learning modalities, but the tools are especially beneficial for learners with any of a variety of different reading and learning disabilities, and for those with English as a second language.

https://oregonstate.teamdynamix.com/TDClient/KB/ArticleDet?ID=69905

Use NameCoach to record name pronunciation and set preferred pronouns

https://oregonstate.teamdynamix.com/TDClient/KB/ArticleDet?ID=69906