Dean of the School of Education at Stanford University, former Provost of Columbia University and author of Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do
Eminent social psychologist Claude Steele discussed simple strategies that can reduce the impact of stereotype threat – the concept that stereotypes, or the fear of confirming them, can profoundly impact academic performance and success. Dr. Steele shared his research, articulate how stereotype threat can be used to understand group differences in performance, and reviewed interventions that can reduce stereotype threat in classroom and campus settings. At the end of the day, Dr. Steele expanded on these strategies with a workshop entitled "From Theory to Practice: Solutions for Supporting Student Success."
Facilitators: Jayne McGuire (Education) and Monty Mola (Chemistry, Physics & Astronomy)
This interactive workshop focused on strategies for creating IntentionallyDesigned Learning Experiences (IDLE) that will engage students in a variety of disciplines and settings. It involved faculty and teaching staff in a discussion about learning, and collaboratively develop a working list of strategies to better engage students and increase student success.
Discussion was grounded in the learning theory presented in the Spring 2012 Book Circle book, How Learning Works: 7 Research-Based Principles for Smart Teaching, by Susan A. Ambrose, et al. Individuals did not need to read the book prior to participating in the workshop.
Facilitators: Maxwell D. Schnurer (Communication/CRGS) and Sheila Rocker-Heppe (Extended Education)
Microaggressions are the commonplace daily verbal, behavioral, and environmental insults, both intentional and unintentional, that communicate negative slights to a person or group, based on race, gender, sexual orientation, or religion (Sue, 2010). They can have profound cumulative mental and physical impacts on both targets and perpetrators.
The Level 1 workshop introduced participants to the topic, and developed fundamental skills for recognizing and interrupting microaggressions in the workplace and classroom. The Level 2 workshop – designed for those who attended the morning session, participated in a Microaggressions Book Circle, or have some prior experience with the topic – deepened participants’ understanding of microaggressions, and helped them practice and hone their skills for interrupting this form of subtle discrimination.
Both workshops were grounded in the concepts and theory presented in the Spring 2012 Book Circle book, Microaggressions in Everyday Life, by Derald Wing Sue. Individuals did not need to read the book prior to participating in either workshop.
Facilitators: Nancy Vizenor (Business) and Mary Virnoche (Sociology)
Career Pathways Handout (pdf)
This workshop focused on curricular and extra-curricular models that faculty and staff can use to structure professional development, networking and applied learning experiences that steer students toward successful career pathways. Strategies for structuring experiential courses, engaging students with real-world projects, and developing successful collaborations with relevant community constituencies were discussed, as well as university and college resources and structures that support these approaches.
Facilitators: Marissa Mourer and (HOP)Noah Zerbe (Politics)
Slide Presentation (pdf)
How and why do half of HSU students experience college differently and how can we help them succeed?
First-generation students (those whose parents do not hold a college degree) comprise 50% of HSU’s first-time freshmen. In this workshop, we will discuss the challenges faced by first-generation students and develop techniques and approaches to support their success. We will use the time together as faculty and staff to find ways to improve the first generation student experience, focusing on three areas: teaching, advising and support services.
This workshop will be grounded in the concepts and strategies presented in the Spring 2012 Book Circle book, The First-Generation Student Experience, by Jeff Davis. Individuals need not read the book prior to participating in either workshop.
Pam Brown (Social Work) and Tomás Aguirre (Student Rights & Responsibilities)
Scenarios Handout (pdf)
This workshop provided simple, basic strategies to help participants navigate boundaries with students in their classes and/or places of work. Concrete ways of responding were provided and there was time to practice during the workshop. Themes came from participants' experiences, including issues related to student's sharing their personal lives and problems; responding to diverse histories and realities; and use of authority.Skip to Navigation