The Office of Multicultural Affairs and The Teaching & Learning Center WAKE FOREST UNIVERSITY

1. Engaging and Supporting the Wake Forest Student: Pedagogical approaches to success The Office of Multicultural Affairs and The Teaching & Learning Center WAKE FOREST UNIVERSITY

2. Welcome • Introductions • Alta Mauro Director of the Office of Multicultural Affairs • Hattie Mukombe, Associate Dean of Diversity Admissions • Catherine Ross Director of the Teaching and Learning Center • Who else is in the room and why?

3. Agenda • What? • The case for increased awareness and competence • So what? • Who are our students of color and what assets do they bring to our classrooms and campus community? • What challenges do they face? • Now what? • What can we do to position them for success?

4. Disclaimers & Limitations • We won’t cover it all. • The information shared will not reflect all students in all settings / situations. • An intercultural mindset is more effective than a monocultural one (IDI, LLC, 2012). • But generalizations are still possible. • Supporting students of color benefits all students. • The times, they are a’changin…

5. What? • “Increased diversity on our campus will enrich the fabric of our own community and offer students even more opportunity to learn from one another-an opportunity that incoming students now eagerly seek” (WFU Strategic Plan summary, April 2006). • Students of color are considered at-risk of stop-out / drop-out • Students at risk were more likely to be Hispanic or Black, non-Hispanic (12 percent and 14 percent, respectively); Asian/Pacific Islander students and American Indian/Alaskan Native students was also similar (National Center for Education Statistics, 1997).

6. So What? • “…students who master course content but fail to develop adequate academic self-confidence, academic goals, institutional commitment, social support and involvement may still be at risk of dropping out” (Chandler, 2008). • “Students must develop a strong affiliation with the college academic environment both in and out of class” (Chandler, 2008).

7. Diversity Admissions Hattie Mukombe ‘04, MA ‘11 Associate Dean of Diversity Admissions 2008-2009

10. Fall Freshman Class

12. African American Enrollment Overall Diversity Enrollment Minority College-Going Rates Challenges Private School Sticker Shock FAQ Affordability Post-Graduation Benefits Graduation/Retention Food Social Adjustment/Engagement What’s It Like? Professor Interaction Liberal Arts Curriculum Sense of Community

13. On-Campus Programming Recruitment Efforts • Overnight Programs: VISIONS, MOSAIC • Multicultural Ambassador Team • Non-Profit Partnerships/Tours • International School Counselors Open Houses

14. Off-Campus Programming Recruitment Efforts • Hometown Ambassadors Program • General Travel – VIP • High School Counselor Education • International Travel

15. Changes to Enhance Diversity • Test-Optional • VISIONS diversity website • International Recruitment Travels • Tailored Correspondence/Communication • Ambassadors-In-Admissions structure – Hometown Ambassadors Program • Partnerships and programming expansion with identified Community Based Organizations • College Prep Workshops • Expansion of Multicultural Alumni-In-Admissions Program

16. Scholarship Programs • Talent Based Scholarships • Heritage Scholarships • Merit-Based Scholarships • Gordon Scholarships • International Scholarships • Magnolia Scholars Program • Other Scholarships

17. DISCUSSION

18. Hattie L. Mukombe ’04, ‘11 • Associate Dean of Admissions Diversity • Wake Forest University • P.O. Box 7305 • Winston-Salem, NC 27109 • mukombhl@wfu.edu • x3561

19. Teaching Every Student CATHERINE ROSS TEACHING AND LEARNING CENTER WAKE FOREST UNIVERSITY

20. How can we foster learning environments in which diversity becomes one of the resources that stimulates learning? students self pedagogy content

21. How can we foster learning environments in which diversity becomes one of the resources that stimulates learning? students self pedagogy content

22. Reflective Practice Questions to ask yourself

23. Reflection Questions • How do your own experiences, values, beliefs and stereotypes influence your knowledge and understanding of groups that are different from your own? • Do I expect that Asian students will do better? • Do I assume that all students of color are alike?

24. Reflection Questions • How do your own experiences, values, beliefs and stereotypes inform the way you interactwith students whose racial background is different from your own? • Am I afraid of students whose background differs markedly from mine? • Do I rationalize or tolerate lack of participation from minority students more than I would from other students?

25. Reflection Questions • How do your own experiences, values, beliefs and stereotypes influence the way you behave in the classroom? • Do I call on all students equally? • How open am I to multiple modes of discourse? • Am I impatient with students who are non-native English speakers?

26. www.projectimplicit.net

27. Intercultural Devlopment Inventory (IDI) • The Intercultural Development Inventory® (IDI®) is a statistically reliable, cross-culturally valid measure of intercultural competence adapted from the Developmental Model of Intercultural Sensitivity. • The IDI can be used for: • Individual assessment in coaching, counseling situations • Group analysis in teambuilding efforts, and • Organizational-wide needs assessment for training design • Alta Mauro and Steven Duke are Qualified Administrators

28. How can we foster learning environments in which diversity becomes one of the resources that stimulates learning? students self pedagogy content

29. Stereotype Threat

30. Classroom Biases Definition of Stereotype Threat Claude Steele at Stanford University

31. Classroom Biases Joshua Aronson speaking at Elon University, 9/14/12 What do students say?

32. Classroom Biases Minority undergraduates: • “If minorities are having trouble in class, it is because they are not trying. You are made to feel that when you ask the professor for help, you are bothering them.”

33. Classroom Biases Minority undergraduates: • “Students come to a class with different prior knowledge. It is better if the teacher explains some things rather than assuming the students know it from high school.”

34. Classroom Biases Minority undergraduates: • “In classrooms students of color don’t feel comfortable because they may be the only minority and that makes them feel isolated. You feel as though because you are a black person, you shouldn’t be asking questions.”

35. Classroom Biases • Problematic assumptions? • Raise our awareness of assumptions • about teaching and learning • about the learning capacities of students • about students’ beliefs about learning capacity!

36. 2012 Classroom Biases • Problematic assumptions? • For example: • Students will seek help when they are struggling with a class. What happens when you fail?

37. How can we foster learning environments in which diversity becomes one of the resources that stimulates learning? students self pedagogy content

38. What can an instructor do? More than you think…

39. Great resource for knowing what to do in the classroom.

40. Familiarize yourself with the conditions that activate stereotype threat in the classroom…

41. ….and how to reduce stereotype threat.

42. 2012 The Syllabus • Setting the tone: • Institutional: Wake Forest seeks to be a place where a vibrant and diverse learning community weds knowledge, experiences and service that lift the human spirit. • Personal values: instructor statement • Expectations for communication

43. The Syllabus Instructor values: I am committed to providing you with an excellent course experience within an atmosphere of mutual respect and trust. …I value academic excellence, academic integrity, and respect for one another….I expect all those participating in this course to abide by [WFU] policies concerning academic integrity, anti-harassment, and anti-discrimination…(p. 19, Branch, Mullennix, Cohn, 2007)

44. The Syllabus Guidelines for communication: • We should respect diverse points of view. We do not need to come to agreement on any particular issues; we can agree to disagree. • Our use of language should be respectful of other persons or groups. As your instructor, I will NOT let injurious statements pass without comment. (Branch, Mullennix & Cohn, 2007)

45. Classroom Advice • Communication is the most important thing! • What to communicate? • high standards for all • trust in student abilities to meet standards • curiosity and excitement > grades • positive expectations that are genuine, challenging and realistic

46. The Syllabus Explicitly stated information: • Clear objectives • Clear guidelines on how to succeed in meeting objectives • Clear rubrics and rationales for grading • Clear instructions on studying for tests • Clear policies on make-ups, absences, etc.

47. Inclusive Classroom • Create opportunities for all students to participate: • Don’t call on first student to raise hand • Use pair and share techniques first to encourage more students to answer

48. Inclusive Classroom • Create opportunities for all students to participate: • Learn and use students’ names • How many of you would share your thoughts on this question with us? • Group work to ensure everyone participates

49. Inclusive Classroom • Convey same respect and confidence in abilities of all your students. • Instructor expectations self-fulfilling. • Tell students you use high standards • You believe they can meet them • Don’t try to protect any group of students • Be evenhanded in acknowledging good work. (Tools for Teaching, Davis, 1993, p. 41)

50. Inclusive Classroom • Use metacognitive strategies to promote learning to learn (How Learning Works, pp. 210-211) • Include requirement that students reflect on and analyze own performance on projects, test, assignments • What did you learn from doing this? • What skills do you need to work on? • How did you study for this? • What will you do differently next time?