The Office of Faculty Development

Teaching Racial & Social Justice Series

The Office of Faculty Development is proud to sponsor a new Teaching Racial and Social Justice Series (TRSJ), consisting of monthly workshops designed to challenge our teaching practices. This series is in line with the University's increased efforts towards Equity, Diversity, and Inclusion, and is meant to create a space for important conversations around systemic race and social injustice, including in the academic realm

TRSJ Zoom Link(opens in new window)      FDEV Podcast on TRSJ(opens in new window)

Confronting the Traditional Learning Space: Anchoring Your course in an Antiracist, Inclusive, and Culturally Sustaining Framework

October 13th, 4:00 p.m. – 5:30 p.m. (Zoom) Video Recording(opens in new window)
This workshop will explore and unpack an evaluation tool that is grounded in the Anti-Racist Quality Learning and Teaching (AR-QLT) framework, developed by Dr. Daniel Soodjinda and used as a guide by a faculty learning community at CSU Stanislaus.  The AR-QLT framework contains a set of 11 Antiracist, Inclusive, and Culturally Sustaining objectives, and faculty can use the AR-QLT instrument to assess their courses, learn where there are equity gaps, and take the steps necessary to meaningfully support their diverse classrooms.

Throwing Out the Syllabus: Responding to Crisis in Real Time

October 27th, 1:00 p.m. – 2:30 p.m. (Zoom)
Our students are pursuing an education during a time of catastrophic wildfires, mass shootings, and a global pandemic. This workshop, led by Dr. Claudia Sofía Garriga-López, helps us acknowledge and address the ways that these compounding disasters impact our students lives in the space of the classroom. Join us for a dialogue about how to adapt our lesson plans to respond to personal, social, and political crises as they are unfolding.

Understanding Who We Are: Capturing Student Voices in the University Archives

November 17th, 3:30-5:00 p.m. (Zoom)
First-year college students have a profound impact inside and outside the classroom on the strategic goals of universities, yet firsthand information about their experiences is difficult for researchers and administrators to find. Academic librarians and archivists can contribute to correcting this imbalance by capturing and preserving the lived stories of this influential, emerging population. Typically the curators of a predominantly Anglo, patriarchal, cis-normative narrative, University Archives are working to move away from centering administrative and departmental histories to better reflect student perspectives, particularly from students within marginalized communities. This presentation, led by Stefani Baldivia and William Cuthbertson, shares how Meriam Library and the University Archives have undertaken to document firsthand accounts of students’  lived experiences through the creation of first-generation student oral histories. The presenters will discuss how these projects can be integrated into faculty coursework, and how this student-centered project can develop a better reflection of the university experience, while supporting student success.  

This workshop will help participants:

1. Learn about the University Archives and the power of these collections 

2. Partner with the University Archives to connect with student communities we seek to elevate

3. Integrate lived experiences into the classroom

  • 2020-2021 Workshops

    Supporting Students with Culturally Sustaining Assessment
    Tuesday, April 27th 3:00 p.m. - 4:30 p.m. | Power Point

    Assessment is crucial to our work and understanding if students are meeting learning outcomes. As educators we all have some connection to building and facilitating assessment, but how much thought do we put into it? Are we assessing the right things? Have we developed appropriate outcomes? Are we considering who Chico State students are and what they bring to our campus? This session, led by Paul Bailey and joshuah whittinghill, will provide opportunities to explore these questions and more. In addition we will reflect on our assessment practices and how they impact student learning experiences.

    Participants will:
    Critically analyze relationships between their assessments and possible inequitable student outcomes.
    Explore development and facilitation of assessments.
    Understand how traditional assessment practices may further marginalize oppressed student groups.
    Begin to develop an assessment about students' capital.

    Data Displays and Interpretation: Linking the Practices of Our Fields to Social Justice Issues
    Tuesday, April 13th 3:00 p.m. - 4:30 p.m. | Google Slides (Google Slide)

    A liberal arts degree is valuable not just because the holder has knowledge of a variety of fields but because they have a sense of the vital connections between them. Each content area asks students to interpret and analyze visual presentations of data, whether that involves spectrometer readings, financial trend graphs, or maps. The skills involve more than following a step-by-step set of procedures, and so the open-ended approach lends itself to connections with other areas. We instructors can then make the choice to build our students’ capacity in reading displays from our fields by using displays that communicate information of a social justice nature.

    Participants will be invited to:
    Analyze data displays as a group and enumerate the skills and tools used in interpretation.
    Apply a similar process to a data display from their own coursework.
    Find or create a social justice-themed data display that engages the approaches from their field and create a short activity or assignment for use in their class.

    Personal Stories to Understand Power and Privilege
    Wednesday, March 24th 1:00 p.m. - 2:30 p.m.

    You are invited to share and explore how your personal stories -- and those of your students -- help you understand power and privilege. In this workshop, we will use your personal stories to dive deeper into the topics. The workshop, led by Dr. Browning Neddeau, includes brainstorming ways to weave personal stories of power and privilege into the courses you teach. The workshop welcomes individuals to a space where open and honest conversations about power and privilege can ignite transformative teaching practices that lift all students.

    Participants will be asked to:
    Identify their personal stories of power and privilege.
    Reflect on how personal stories of power and privilege potentially drive pedagogical approaches.
    Discuss ways to integrate personal stories of power and privilege into their courses.

    Cultivating Humanizing Pedagogy in Constricting Institutional Contexts
    Friday, February 19th 11:00 a.m. - 12:30 p.m.

    This session, led by Dr. Annie Adamian, aims to contribute toward expanding the possibilities for teaching and learning toward racial justice in constricting institutional contexts. More specifically, we will discuss how classroom communities have a responsibility to engage with humanizing teaching practices that BIPOC communities deserve and have a human right to experience, by:

    Drawing from critical race theory and exposing how the U.S. legal system protects and serves historically white institutions with policies and practices rooted in the language of “race and equality,” instead of “racism and equity,” creating constrictions and constraints for students and teachers working toward racial justice.

    Examining and confronting race-neutral U.S. policies and practices that perpetuate race evasiveness and the expansion of white supremacy, resulting in racially hostile campus climates for BIPOC communities.

    Discussing how engaging with humanizing pedagogy requires strategic maneuvering while teaching and learning in contradictory ways at the nexus of oppression and liberation, which consequently positions teachers and students working toward abolishing systems of oppression as fugitives.

    Contesting the call for “safe spaces” in classrooms that result in catering to White comfort and innocence, and instead cultivate “brave spaces” that seek to collectively name and take action toward eradicating all forms of oppression and human suffering.

    Teaching Law Without Erasing Justice
    Tuesday, December 1st 4:00 p.m. - 5:30 p.m.

    "Teaching Law Without Erasing Justice" will be an interactive session that begins with a brief description of the structural problem of erasing race in legal education, which reflects a greater, system-wide history of oppressing racial minorities through institutional "color blindness." This approach ignores the intentionally racist structures that were baked into the legal system since its founding. Professor Maitreya Badami will offer examples of how critical race theory has sought to shift the focus in legal education from race-neutral analysis to one that incorporates the reality of differential treatment and differential outcomes by race. Prof. Badami will also discuss the complex balance between exposing students to the use of professional language in legal studies while identifying how that language removes the specificity of race-related experiences and concerns. After establishing this framework.

    Prof. Badami will invite participants to:
    Identify ways in which their own disciplines utilize race-neutral language in a way that supports systemic racist structures.
    Challenge discipline-specific language while still satisfying discipline-specific learning outcomes.

    Social Structures and Power in Academia
    Tuesday, November 10th 4:00 p.m. - 5:30 p.m.

    The Social Structure and Personality Theory can help us to understand how academic socializing agents use emotional manipulation tactics to maintain a racialized status quo in Predominantly White Institutions (PWIs). Hierarchical systems uphold the racialized, gendered and elitist norms that prevent large-scale changes in outcomes for Black, Brown, and Poor students. Publicly, however, focuses on new resolutions and reform policies present great illusions of structural change. Calls for deference and respectability reproduce emotional and material sanctions when the marginalized resist oppression. Educational power agents then re-stigmatize those who attempt change, while simultaneously fostering tokenism to uphold current power structures.

    This workshop, facilitated by Dr. Lesa Johnson, will help participants:
    Identify the systemic structures that maintain a racialized status quo in Predominantly White Institutions (PWIs)
    Challenge their perspectives when establishing and writing university policy
    Devise or improve teaching practices that fight institutional racism.

    Pedagogy of Anarchy
    Tuesday, October 20th 4:00 p.m. - 5:30 p.m. | Google Slides (Google Slide)

    Anarchy is a popular buzzword these days, but what does it actually mean and how can you harness the power of anarchy in your classroom to create a more just and equal classroom? This workshop, led by Dr. Lindsay Briggs, will talk about how the main tenets of anarchism can be operationalized in teaching pedagogy to create an equity based classroom environment where all students can feel comfortable and valued in sharing their perspectives.

    How to Be An Antiracist: A Pedagoagy Discussion
    Friday, September 25th 12:00 p.m. - 1:30 p.m.

    The Office of Faculty Development is partnering with the Book in Common initiative to offer a FDEV workshop led by Dr. Nandi Crosby based on How to be an Antiracist, by Ibram X. Kendi.

    We encourage all faculty to participate, whether you already have a plan to use Kendi’s book in your classrooms (so you can share ideas with others) or you have not had a chance to consider a way to adopt the book in your course (so you can get ideas from this discussion).

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