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Tom Laird: Increasing the Inclusivity of All Courses
122 White Hall
Thursday, September 13, 2018 - 4:00pm
Plenary Speaker: Tom Nelson Laird
Director of the Center for Post Secondary Research, Indiana University
Increasing the Inclusivity of All Courses: A Model, Some Evidence, and a Few Options
Given current issues on our campuses and communities, as well as what is known about the educational benefits of diversity, the need for each and every course to become more inclusive is palpable. Nelson Laird presents a model he developed to make courses and programs more inclusive. For context and comparison, results from the Faculty Survey of Student Engagement will be used to illustrate how the model can be operationalized for assessment and to help participants understand how faculty members from four-year institutions across the country incorporated diversity into the different elements of their courses (e.g., purpose/goals, content, pedagogy, and assessment/evaluation). Participants will have opportunities to examine their current practices, plan to introduce more inclusive practices in the future, and discuss the opportunities and challenges in this work.
Thomas F. Nelson Laird is an associate professor in the Higher Education and Student Affairs Program and Director of the Center for Postsecondary Research at Indiana University Bloomington. Tom received his bachelor’s and master’s degrees in mathematics from Gustavus Adolphus College (1995) and Michigan State University (1997) before switching his academic focus to higher education and receiving a Ph.D. in that field from the University of Michigan (2003). His work concentrates on improving teaching and learning at colleges and universities, with a special emphasis on the design, delivery, and effects of curricular experiences with diversity. He directs the activities of the Faculty Survey of Student Engagement, a companion project to the National Survey of Student Engagement, and the VALUE Institute, a collaboration with the Association of American Colleges and Universities. Author of many articles, chapters, and reports, Tom’s work has appeared in key scholarly and practitioner publications. He also consults with institutions of higher education and related organizations on topics ranging from effective assessment practices to the inclusion of diversity into the curriculum.
This public event is part of the year-long program for the Inclusive Pedagogies Graduate Learning Community, sponsored and supported by the Office of the Provost, the College of Arts and Sciences, the Center for Graduate and Professional Diversity Initiatives, the Graduate School, CELT, and the Vice President for Institutional Diversity.