Here we would like to highlight some EDI events happening at UBC. To see more events, please go to https://events.ubc.ca/.

Exploring Complex Classroom Dynamics Using Case Studies

In this workshop we will explore complex classroom dynamics, such as microaggressions and tensions when students have conflicting world views. Drawing from select Open Case Studies at UBC that highlight Indigenous student experiences in diverse classrooms, participants will work in breakout groups to unpack the scenarios and discuss how they resonate with our current classroom contexts and climates. Concepts and topics that may be raised include: tokenism, conflicting world views, burden of representation, course topics that impact students personally, and self-determination. Participants who have taken other workshops within the Anti-RacistTeaching and Learning Workshops will have the opportunity to apply what they have learned to their analysis of cases and come up with practical strategies.

When: May 24, 2022, 10:00 am - 12:00 pm
Where: Online via Zoom: Please register here: https://events.ctlt.ubc.ca/events/exploring-complex-classroom-dynamics-using-case-studies-may-24-2022/

A short pre-reading will be sent to registered participants two days prior to the workshop.

Facilitators:

  • Aimee Beauchamp, Educational Consultant, CTLT Indigenous Initiatives
  • Freda Maideen, Educational Consultant, CTLT Indigenous Initiatives
  • Hannah Coderre, Educational Consultant, CTLT Indigenous Initiatives
  • Sue Hampton, Educational Consultant, CTLT

Academic Integrity & EDI: Rethinking Pedagogy and Practices for Inclusivity and Accessibility

During our time together, we’ll share relevant research findings and resources, unpack some of the dominant assumptions about academic misconduct, and consider ways that we, as educators, can adopt an accessible and inclusive pedagogy of integrity in our courses that supports all in doing their work with integrity. What are the ways that policies and pedagogy may increase barriers for students, or perpetuate damaging assumptions? How do we construct an EDI-informed framework for academic integrity in courses? In this one-hour workshop, participants will reflect on disciplinary and classroom practices, respond to findings, share questions, and generate ideas to take back into their own teaching and departments to foster a culture of integrity (Bretag 2011) that is accessible and supportive.

When: May 31, 2022, 11:00 am - 12:00 pm
Where: Online via Zoom: Please register here: https://events.ctlt.ubc.ca/events/academic-integrity-edi-rethinking-pedagogy-and-practices-for-inclusivity-and-accessibility/

Facilitator: Laurie McNeill, Professor of Teaching, School of Journalism, Writing, and Media

The Return to Campus and Accessibility: Perspectives of Disabled Instructors

This workshop follows up on our previous workshop “What Would an Accessible University Look Like? Perspectives of Disabled Instructors at UBC” and invites three disabled instructors at UBC and other postsecondary institutions to share their experience and perspectives on the “return to campus” that occurred in the spring of 2022.

What does the “return” mean to disabled instructors? What are some challenges? What support is needed to make the transition and future teaching more accessible? This workshop is offered primarily for disabled instructors and there will be an opportunity for open discussion and networking. Non-disabled faculty and students are also welcome but with the understanding that the workshop will centre disabled people’s needs and experiences.

Participants can expect to:

  • Learn what accessibility and inclusivity means to disabled instructors with diverse experiences, particularly in the context of the transition into in-person and/or hybrid teaching, as well as teaching at the university in general
  • Gain insight into what types of support and resources for disabled instructors might be effective in making university more accessible and inclusive

When: June 1, 2022, 1:00 pm - 2:00 pm
Where: Online via Zoom: Please register here: https://events.ctlt.ubc.ca/events/the-return-to-campus-and-accessibility-perspectives-of-disabled-instructors/

Facilitators:

  • Corin de Freitas, PhD Candidate, Department of Geography
  • Shota Iwasaki, PhD Candidate, Department of Asian Studies
  • Sharalyn Orbaugh, Professor, Department of Asian Studies
  • Ayaka Yoshimizu, Assistant Professor of Teaching, Department of Asian Studies 

Flexible and Effective Learning Environment Creation Strategies in a Concurrent Hybrid Modality

In this session, we will share insights of gained knowledge of the pedagogical value of the concurrent hybrid model to create a flexible and effective learning environment for learners. The concurrent hybrid modality was adopted and implemented a few times in a computation course in Forestry.

During the workshop, we will demonstrate how course modules were structured to create an adequate environment to learn collaboratively and engage with course materials in real-time when the teaching team members were present to support on-campus and remote students together.

In the session, participants will:

  • Be encouraged to think about the application of the concurrent hybrid models in their own context and identify areas in their course where use of the concurrent hybrid model might be effective
  • Recognize the adjustments needed to adopt this modality
  • Identify challenges that may come up for the teaching team and students

Participants from all disciplines are welcome to join this session, learn from the experiences of the presenter and share their own experiences with their peers.

When: June 2, 2022, 1:00 pm - 2:30 pm
Where: Online via Zoom: Please register here: https://events.ctlt.ubc.ca/events/flexible-and-effective-learning-environment-creation-strategies-in-a-concurrent-hybrid-modality/

Facilitator: Dr. Suborna Ahmed, Assistant Professor of Teaching, Forest Resources Management Department, Faculty of Forestry

The Grading Conference

What is the Grading Conference? The Grading Conference (formerly the “Mastery Grading Conference” is a place where faculty can join together to learn about the grading practices that best support student learning, promote diversity, equity and inclusion in the classroom, and enhance student and faculty classroom experiences. Now in its third year, the purpose of the conference is to support all instructors as they strive to challenge traditional, historically inequitable grading practices that have been shown to be damaging to students and their learning.

What is the goal for these conferences? The Grading Conferences will bring together new and experienced practitioners of a variety of grading techniques (standards-based, specifications-based, etc.) to create a community of practice. We will create a space for participants to make connections with each other, to build a strong and supportive grading community that extends beyond the workshop. Participants will learn the “nuts and bolts” of various types of alternatives to traditional grading, exchange ideas with others, and begin planning their own alternatively-graded classes. New practitioners will learn the basics of different types of alternative grading, begin redesigning their own classes in a supportive atmosphere, and make contacts that will support their continued work. Experienced practitioners will discover new approaches to alternative grading, make new connections, and share their ideas and experience with the community.

When: June 3-4, 2022
Where: Online via Zoom. To learn more and register for the event: https://college-bridge.org/our-services/conferences/the-grading-conferences/higher-ed-stem-2022/

Speaker Series: Teaching & Learning in Science through the Lens of Indigeneity, Equity, Diversity and Inclusion

Upcoming events: Challenges and Opportunities for Students with Disabilities in Evolving Learning Environments: Active Learning, Online Instruction, and Undergraduate Research

Abstract: Innovations in undergraduate education have increased the prevalence of active learning courses, online education, and student engagement in the high-impact practice of undergraduate research, however it is unknown whether students with disabilities are able to engage in these innovative learning environments to the same extent that they are able to engage in more traditional learning environments. Universities, disability resource centers, and instructors are mandated to provide accommodations to students with disabilities for the purposes of prohibiting discrimination and ensuring equal access to opportunities for individuals with disabilities. Are accommodations being adapted and created for these new types of learning environments? This seminar describes findings from four studies about the experiences of students with disabilities in these three learning environments, specifically examining the challenges students with disabilities encounter and the emerging recommendations for more effective accommodations. In this work, I find that students with disabilities experience challenges in each of these learning environments and that the current suite of accommodations are not sufficient for accommodating students with disabilities. I argue that institutions need to consider modifying student accommodations and the process for obtaining them to better support students with disabilities in these evolving learning environments. I also provide recommendations for the ways in which we can make undergraduate science education more accessible and inclusive of students with disabilities.

Bio: Dr. Logan Gin is currently the Assistant Director for STEM Education at the Sheridan Center for Teaching and Learning at Brown University and he works on initiatives related to STEM graduate student teaching professional development. Prior to arriving at Brown, Dr. Gin was an NSF Graduate Research Fellow at Arizona State University and served as the program manager for an NSF S-STEM program focused on involving community college transfer students in undergraduate research. Logan holds a Ph.D. in Biology from Arizona State University where his dissertation work centered around the experiences of STEM students with disabilities. He also holds a B.S. in Biology and a B.A. in Political Science from the University of North Carolina at Chapel Hill.

When: Monday, June 6, 2022 | 12:30pm-2:00pm
Where: Online via Zoom - Register here: https://ubc.zoom.us/meeting/register/u5Mtd-GvqTMtGtAvwRFM-vdhlmiTuC419B9K

This talk is part of the Speaker Series: Teaching & Learning in Science through the Lens of Indigeneity, Equity, Diversity and Inclusion. This Speaker Series features prominent and influential thought leaders in inclusive STEM education. The series will feature guest speakers who will address topics relating to their expertise in inclusive STEM education that are of interest to the UBC Science teaching and learning community. Speakers will represent various disciplines (biology, chemistry, physics, geology, etc.), identities (IBPOC, 2SLGBTQIA+, etc.), and specialties (curriculum, pedagogy, research). This series is sponsored by UBC Science's Strategic Innovation Fund.

Navigating Emotional Responses in the Classroom

This workshop recognizes that emotions are part of the classroom climate. Instructors are tasked with the complex role of navigating their own emotions in the classroom, while also recognizing the emotions of their students and determining the best way to support them. The significance of this role is particularly prevalent when discussing topics surrounding race, racialization, and racism. This session will explore how race and power dynamics have emotional impacts in the classroom environment (both for students and educators). The intention is for participants to leave with an increased capacity to interact with emotional responses as points of pedagogical and relational engagement. 

Enroll in this workshop if you are interested in: 

  • Reflecting on how your emotional responses to classroom dynamics impact your ability to create a safe(r) learning environment  
  • Strengthening your ability to address interactions in the classroom that are impacted by the affective dimensions of learning about race, racialization, and racism  
  • Considering the distribution of emotional labour in anti-racist teaching and learning, and taking action to support yourself and students to take and share responsibility for this  
  • Learning strategies to support students learning about race, racialization, and racism that affirm and respect the emotional aspects of learning, and also create community and belonging in the classroom. 

When: June 6, 2022, 10:00 am - 12:00 pm
Where: Online via Zoom: Please register here: https://events.ctlt.ubc.ca/events/navigating-emotional-responses-in-the-classroom/

Facilitators: 

  • Freda Maideen, Educational Consultant, Anti-Racist Teaching & Facilitation, CTLT Indigenous Initiatives
  • Aimee Beauchamp, Educational Consultant, CTLT Indigenous Initiatives
  • Janey Lew, Senior Educational Consultant, CTLT Indigenous Initiatives

Webinar Series: Power & Indigeneity

A three-part discussion of the Climate Transition, Energy, and Indigenous Lands co-hosted by Engineers & Scientists Acting Locally, Institute for Tribal Environmental Professionals, and the Geological Society of America. 

Part 1: Indigenous Scientists on the Sustainability of Humanity

A scientific and cultural exploration of the risks of natural resource extraction, Indigenous approaches to ecosystem management, and alternative futures to avoid ecosystem disaster.

Clarita Lefthand Begay, University of Washington, Navajo Nation
Russell Stands-Over-Bull, Montana State University, Crow Nation
Vickie Sutton, Texas Tech University, Lumbee Nation
Kathleen Johnson, University of California, Irvine, Grand Traverse Band of Ottawa and Chippewa Indians
Mark Gabriel Little (moderator), President-elect, Geological Society of America

When: Wed, Jun 15, 2022 10:00 AM - 11:30 AM PDT
Register for the event and learn more: https://events.ctlt.ubc.ca/events/navigating-emotional-responses-in-the-classroom/