This workshop explores how various forms of bias impact course design and class dynamics, and helps instructors develop knowledge and skills for interrupting bias and managing hot moments in the classroom. Participants will practice recognizing intent versus impact, as well as a variety of concrete tools for troubleshooting friction in the classroom--and will walk away with a deeper understanding of how bias impacts them from both the students’ and instructor’s perspectives. NOTE: We strongly recommend attending the Fall Teaching Forum session Becoming an Anti-Racist Educator - Part 1 before participating in this workshop. Instructors who are new to anti-bias work may also find it helpful to explore UCLA BruinX’s Implicit Bias website and Harvard University’s free Project Implicit - Social Attitudes portal prior to attending this session.
Session facilitated by: CAT & EPIC
Recognize and be able to connect barriers of inclusion to adverse and inequitable effects on student academic performance.
Articulate the role of bias in the classroom from both a student’s and an instructor’s perspectives.
Identify prevention and intervention strategies that can help mitigate bias and cultivate inclusivity.
Practice strategies to troubleshoot and manage instances of friction -- in the moment and in advance.
In order to help foster a brave space for dialogue, this session was not recorded during the Fall Teaching Forum. This workshop is most effective when experienced live, and will be offered again during the upcoming academic year. Visit the events page of the CAT website for more information about upcoming workshops and about our anti-racist discussion groups for faculty, graduate students, and postdocs. If you are interested in exploring anti-bias work independently, we recommend exploring the resources below. Please note that these lists are not exhaustive. To recommend additional resources for this website, contact CAT Associate Director for Faculty Engagement Beth Goodhue.
Speak Up at School guide for interrupting bias (Learning for Justice -- K-12 context but still very relevant for higher education)
Interrupting Bias in Academic Settings (National Center for Women & Information Technology)
Responding to Racial Bias and Microaggressions in Online Environments (San Diego State)
Employing Equity-Minded & Culturally-Affirming Teaching Practices in Virtual Learning Communities (San Diego State)
Navigating Difficult Moments in the Classroom and Facilitating Hot Moments Guide (Harvard)
Guidelines for Discussing Incidents of Hate, Bias, and Discrimination (University of Michigan)
Intergroup Dialogue approaches to interrupting bias (University of Michigan -- includes strategies for interruption, apologizing after an offense, and more)
Four Tools for Interrupting Implicit Bias (Zaretta Hammond)
EPIC Transparency in Learning and Teaching (TILT) self-paced online course
EPIC Universal Design fro Learning (UDL) self-paced online course
Equity-Minded Syllabus Review Guide (USC Center for Urban Education)
Be sure to check out the Fall Teaching Forum resource pages for sessions on equitable teaching!
The Silence of Our Friends: Recognizing Microaggressions - a video produced by UCLA graduate students in the Graduate School of Education and Information Studies, reflecting on microaggressions, their impact, and how recipients of microaggressions choose to respond
Some Key Resources for Students
Harvard University’s free Project Implicit - Social Attitudes portal
Hollaback resources for interrupting bias, bystander intervention, and more
TED Talk by Verna Meyers - How to overcome our biases? Walk boldly toward them.
TED Talk by Chimamanda Ngozi Adichie - The Danger of a Single Story
TED Talk by Melanie Domenech Rodríguez - No way but through
Creating a Positive Classroom Climate for Diversity (UCLA Diversity & Faculty Development Initiative)
Enhancing Student Success and Building Inclusive Classrooms at UCLA (Hurtado & Sork, 2015)
The Climate for Diversity at Cornell University: Student Experiences (Hurtado, Gasiewski, and Alvarez, 2014)
Research on the impact of intergroup dialogue approaches (University of Michigan)
Research on harassment and bystander intervention (by/about Hollaback, including use on college campuses)