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Spring Workshop Series on
Teaching for Inclusive Excellence

Come join us for lunch and the last of three highly engaging and practical workshops in this series. These workshops are sponsored by CELT through a generous three year grant from the Davis Educational Foundation.*

CELT will serve lunch during each workshop.

Engaging Self in the Classroom: Expanding Our Narratives of Teaching and Learning

Jane Fried, Ph.D., Professor Emerita
Central Connecticut State University

JaneFriday, April 1, 2016
12 – 2:30pm
RSVP to celt@tufts.edu

Session Description:

The Western narrative of academic disclosure typically presumes impersonality and “objectivity.” Discussing the personal implications of empirical knowledge has often been considered taboo or confusing. For clarity, facts should be considered “just facts.” Recent neurological research has challenged this description of learning in ways that are both profound and disorienting. It seems that personal context, personal feelings and the integration of self and meaning with knowledge are essential if we want students to retain, use and understand the value of whatever we expect to learn.

In this workshop, Dr. Fried will present recent developments in cognitive science and its implications for higher education. Participants will apply these ides to their own teaching/learning processes and their educational interactions with students in and out of the classroom. Practical techniques that enrich classroom conversations will also be demonstrated and practiced.

Biography

Professor of Counseling and Student Development at Central Connecticut State University, and author of Transformative Learning Through Engagement: Student Affairs as Experiential Pedagogy, Ethics for Today’s Campus. Dr. Fried is interested in embodied diversity dialogues – transforming fear of the Other into Welcoming the Other; see www.learninfwithmindandheart.org Dr. Fried’s recent book, Of Education, Fishbowls and Rabbit Holes (Stylus, 2016) explores the transformation in our understanding of teaching and learning.


Past Workshops

Inclusive Teaching: How does who we are affect what we do?

Jesse Tauriac, PhD, Associate Professor of Psychology
Lasell University, Newton, MA

TauriacFriday, January 29th 2016
12 – 2:30pm
RSVP to celt@tufts.edu

Session Description:

While all students face the stress of adjusting to academic and social demands of university contexts, students who are members of groups that are stereotyped as being “less intelligent or hard working” sometimes feel pressure about whether they are “good enough” or “truly belong” in college, which can undermine their academic performance.

During the first part of this interactive session, we will discuss these processes, their impact on students, and the empirically-informed approaches that have shown to be effective in supporting and teaching students from a range of backgrounds. The latter part of this workshop will guide participants in examining and discussing meaningful aspects of our own personal background and identity dimensions, and drawing links to the ways we engage diverse individuals and multicultural topics.

Biography:

Dr. Jesse Tauriac is the Director of the Donahue Institute for Ethics, Diversity, and Inclusion and an Associate Professor of Psychology at Lasell College, and a co-founder of Transcend Consulting. For more than nine years, Dr. Tauriac has facilitated numerous inclusive teaching and cultural competence workshops, which are interactive, empirically-informed, and practical.


Unveiling the Hidden Curriculum on College Campuses

Buffy Smith, PhD, Associate Professor of Sociology
St. Thomas University, Minnesota

BuffyFriday, February 26, 2016
12 – 2:30pm
RSVP to celt@tufts.edu

Session Description:

The purpose of this workshop is to help faculty unpack the hidden curriculum and understand how the hidden curriculum can influence students’ performance in the formal curriculum. During the workshop, faculty will learn how to maintain high academic expectations and simultaneously make learning goals and homework assignments more transparent to all student populations. Grounded in research, this interactive workshop about social capital, the hidden curriculum and mentoring will provide faculty with practical skills to help students understand and navigate the culture of higher education.

Biography:

Buffy Smith, Ph.D is a sociologist, educator, and consultant. She is an Associate Professor in the Department of Sociology and Criminal Justice at the University of St. Thomas. Dr. Smith’s primary research interests include examining racial and class disparities within the higher education system. She also writes on policy issues dealing with mentoring, access, retention, equity, and diversity in higher education. Dr. Smith’s publications have been featured in research and practice oriented journals such as African-American Research Perspectives and Equity & Excellence in Education. In addition, she is the author of the book, Mentoring At-Risk Students through the Hidden Curriculum of Higher Education (Lexington Books, 2013).


*These workshops are made possible by the generous grant from the Davis Educational Foundation established by Stanton and Emily Davis after Mr. Davis’ retirement as chairman of Shaw’s Supermarket, Inc.