Research indicates that instructors associated with some identity groups (e.g., based on gender, race/ethnicity/culture, etc.) are differentially viewed in the classroom, leading to increased challenges in their teaching. This interactive workshop is designed to engage participants to: consider the potential impact of their identity on the learning environment and their interactions with students; discuss strategies to achieve credibility and boundaries in the classroom; and recognize how identity can be used as a source of strength and opportunity in teaching and learning practices and relationships. The workshop is geared to educators whose identities or credibility are challenged or whose expertise is undervalued, as well as those who hold societal power and privilege and wish to explore how that creates particular classroom dynamics and advantages. We will reflect on experience and explore the scholarly literature in this area.
By the end of this session you will be able to:
1. Consider the impact of your identity on the learning environment and your interactions with students
2. Discuss strategies to achieve credibility and boundaries in the classroom
3. recognize how your identity can be used as a source of strength and opportunity in your teaching and learning practice and relationships
This workshop is offered to support the vision and work of the campus mental health strategy teaching and learning subcommittee