Now Accepting Applications for Fall 2019 Pilot Program
Program Starts Week 6 – Wednesday 9/25
Previously offered as an in-person workshop series, Inclusive Teaching is now an online certificate program. Apply now to join the inaugural Fall 2019 pilot program. Space is limited to 30 faculty members in this initial pilot.
This online program features seven modules, each dedicated to a specific inclusive teaching topic. Module activities include a mix of knowledge surveys, online discussions, reflective writing, and plans to implement new teaching strategies.
Most modules are two weeks long and open Wednesdays. Faculty will complete the modules together as a cohort entirely online (no in-person meetings or workshops). Please see the module descriptions and schedule below:
Your Teaching Identity - 1 Week | Fall Dates: 9/25 - 10/1
Your values, expectations, and passion are important to your teaching practice. In this module, we will explore your teaching self and how you reach out to students. We will introduce the Inclusive Teaching program as a tool to reflect on your personal teaching and learning journey and chart your progress in this course. You will have an opportunity to articulate your objectives as a teacher and your teaching practice in your Teaching Philosophy statement.
Teaching Our First Generation Students - 2 Weeks | Fall Dates: 10/2 - 10/15
First-generation students are the first in their families to attend college. At Cal State LA, LatinX students tend also to be first generation learners. What does this unique population mean for your teaching practice?
First-gen students anywhere need to learn about the expectations and implicit rules of being in college. First-gen students may not exclusively belong to any racial, ethnic, or socioeconomic group—but LatinX first-generation students are a force here at Cal State LA—and challenge us in ways especially beneficial to teaching practice.
In this module you will learn about ways of knowing and strategies you can add to praxis, as you listen to a very special population tell about their unique experiences navigating university for the first time.
Designing Universally for the Needs of Students - 2 Weeks | Fall Dates: 10/16 - 10/29
Speaking and writing, hearing and seeing, clicking and typing. These are some of the ways our students will experience our courses and our discipline's content. However, some of our students will perceive and represent their learning in ways distinct from their classmates. In addition to managing the work of college, some of our students manage a learning, mobility, sensory, or communication disability.
In this module, we will focus less on specific disabilities and more on making our courses universally accessible. This intentional design approach will assist us in being less reactive and more proactive with our teaching.
Teaching our Student Veterans - 2 Weeks | Fall Dates: 10/30 - 11/12
Veterans are an identified population within higher education because of their unique culture, experience, and military service. It is important to close the military/civilian divide and recognize the strengths of our student Veterans, improve the cultural understanding of the Veteran population, and in turn improve services and outreach efforts. Focusing on the classroom, we will enhance our understanding of student Veterans and military culture to allow for the design of an academic environment and teaching practices that address the specific needs of Veteran.
Leading DIfficult Discussions - 2 Weeks | Fall Dates: 11/13 - 11/26
As faculty members, we aim to plan as much as possible for the classroom and provide structure to ensure our students learn as much as possible. But inevitably, the unexpected happens and sometimes in seemingly uncomfortable, tense ways. In particular, classroom discussions centered around sensitive and controversial topics that are meant to enrich the learning experience may actually devolve in harmful ways, leaving you and students feeling defeated, unacknowledged, attacked, misunderstood, helpless and drained.
Nonetheless, as faculty we do have a responsibility to create spaces and leverage moments that ensure difficult and sensitive discussions offer potentially transformative experiences. This module on Leading Difficult Discussions is designed to help you do that by providing you with a way to plan for difficult conversations and facilitate them when they come up.
Implicit Bias and You - 2 Weeks | Fall Dates: 12/4 - 12/17
Despite our best efforts, we all have biases. Sometimes we are aware of them, but other times we are not. Although it can be challenging, as educators, we should reflect on our biases and assumptions in the classroom, as it is through awareness that we can control them. For example, do we make more eye contact with certain groups of students than others? Do we assume that our students share our worldview? Biases like these can impact our students’ motivation and result in achievement gaps.
This module seeks to help you identify your possible implicit prejudice, or hidden automatic biases, and how they may influence the classroom. You will learn about the current ways to measure implicit prejudice, reflect on how we develop prejudice, and identify and implement ways to reduce prejudice in your teaching. We hope to encourage an environment where each of you feels comfortable with sharing your views and experiences.
Faculty Self-Care - 2 Weeks | Fall Dates: 1/8 - 1/21
Chronic stress is increasingly prevalent among educators for reasons including, but not limited to: heavy teaching, service, and research loads, and the stressful nature of work. Workloads that exceed our capacity to meet them often lead to work-family conflict. Chronic stress adversely impacts the physical, mental, and emotional health of educators, and our ability to effectively teach students. Prolonged exposure to chronic stress can lead to burnout, characterized by emotional exhaustion, depersonalization, and a diminished sense of personal accomplishment.
Our ability to care for ourselves and create boundaries not only aids us in our personal and professional lives, but sets an example for students to do the same. The practice of self-care has positive effects on mental, emotional, and physical wellness, and can help individuals cope more effectively with experiences that are stressful in nature.
This module will help you assess your current stressors as well as the way you take care of yourself. You will learn about burnout, effective stress coping mechanisms, and how your cultural context and identity affects your perception of self-care. Finally, you will develop a personalized self-care action plan.
Meet Our Faculty Contributors
Portia Jackson Preston, DRPH
Dr. Portia A. Jackson Preston is an Assistant Professor in the Department of Public Health. Her professional background includes Active Steps Coaching (Owner), Deloitte Consulting, the Centers for Disease Control and Prevention, and Procter & Gamble Pharmaceuticals. She received her Bachelors degree from Stanford University, her Masters of Public Health from the University of Michigan, and her Doctorate of Public Health from UCLA.
Dr. Jackson Preston serves as our subject matter expert for the Inclusive Teaching Program module Faculty Self-Care.
Marla Parker, Ph.D.
Dr. Marla A. Parker is an Assistant Professor in the Department of Political Science, where she teaches both undergraduate political science and graduate public administration courses. Her research interests include diversity and inclusion as well as cultural competency issues in STEM higher education and public affairs. Her participation in this course reflects her desire to see paradigm shifts in how student voices are included and valued in classroom. By facilitating difficult conversations, she hopes that both students and teachers can create a space of positive empowerment that has implications beyond the classroom.
Dr. Parker serves as our subject matter expert for the Inclusive Teaching Program module Leading Difficult Discussions.
Ali Tayyeb, Ph.D.
Dr. Tayyeb is a United States Navy Veteran, and served as a Fleet Marine Force Corpsman with Naval Medical Center San Diego, 1st Marine Division, and 3rd Marine Division. After 10 years of enlisted service, Dr. Tayyeb pursued his career as a Registered Nurse, earning his Bachelor’s and Master’s degree in Nursing from California State University, Los Angeles and his Ph.D. from the University of San Diego. Dr. Tayyeb is Nationally Board Certified as a Nursing Professional Development Specialist, is a Jonas Center Veterans Healthcare Scholar, and currently holds a position as an Assistant Professor at the Patricia A. Chin School of Nursing at California State University, Los Angeles. Dr. Tayyeb’s research is Veteran centric with a focus on the Veterans lived-experience. Dr. Tayyeb’s work has resulted in numerous collaborations, presentations, citations, and media coverage with such institutions as the U.S. House Committee on Veterans Affairs, Vietnam Veterans of America, Yale and Boston University school of law, and the Cost of War Project at the Watson Institute for International & Public Affairs at Brown University.
Dr. Tayyeb serves as our subject matter expert for the Inclusive Teaching Program module Teaching Our Student Veterans.
Karen Wu, Ph.D.
Dr. Karen Wu is an Assistant Professor in the Department of Psychology. Her research focuses on culture and interpersonal relationships, including intergroup relations. She is contributing to the Inclusive Teaching series due to her interest in improving relationships between students and teachers, and enhancing student learning. She also desires to further our understanding of biases in the classroom.
Dr. Wu serves as our subject matter expert for the Inclusive Teaching Program module Implicit Bias and You.
Workshops & Events