Diversity and Inclusive Teaching

Though many universities aspire to cultivate a climate that is welcoming to the members of their diverse student, faculty, and staff bodies, we know that the lived experiences of many in our communities don't always align with these aspirations. In this CRLT Players session, participants will think together about the many forces that shape campus climate and work toward developing or refining a skill set that will allow them to respond productively and compassionately to individuals who have negative experiences of climate at their universities.
 

The typical session length is 120 minutes.

 

What people have said about Cuts:

The workshop was well-received and effective in achieving our desired goals - raising awareness and arming our faculty with some tools to be more sensitive and inclusive.  I think this was quite an impactful event.

Click here to visit our What the Audience Is Saying page to read more. 

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How does identity affect the way that students engage with a course's content and an instructor's methods? How does what occurs in a classroom, and outside of it, affect how students feel about and interact with their classmates? Who determines the boundaries of appropriate classroom conversation? What happens when a boundary is transgressed? What should?
 
In Critical Differences, the CRLT Players invite instructors to explore these questions as they watch a group of students wrestle with a text that asks them to think critically about race, gender, and ability. Meeting the text and each other with a diversity of perspectives that matches the diversity of their experiences, these students attempt to navigate new intellectual terrain while managing their own assumptions about what is expected of them and what they expect of each other.
 
The typical session length is 120 minutes.
 
What people have said about Critical Differences:

"[The discussion following the performance] was one of the most engaged my department has had about teaching in the two decades I've been here. I think it formed terrific ground work for more to come. Thank you!"

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Faculty Meeting: Navigating Departmental Politics is a richly layered sketch that can be productively used to focus on two issues important to any university: faculty hiring and departmental climate. It presents a range of interactions between individuals in a department currently seeking a new faculty hire. Depicted scenarios include both an official discussion of the search in a faculty meeting and more casual, private conversations. Audiences can engage with the performance by considering what kinds of practices and interactions may negatively impact the recruitment and hiring of a diverse and excellent faculty. Alternately or additionally, they may use the sketch as an impetus to think through the challenges of navigating departmental politics. This sketch was commissioned by the U-M ADVANCE Program.

The typical session length is 120 minutes.

 

What people have said about Navigating Departmental Politics:

"It was interesting to see multiple views on the same situation. It was helpful to understand that reactions to a particular situation within a department meeting often originate in back-stories that may be invisible to us, as observer/participants in the same meeting." Read more »

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Great Expectations: Mentoring Graduate Students explores common tensions that can arise between advisors and their advisees. The sketch depicts two different mentoring relationships, allowing a comparison of the strengths and weaknesses of each approach. It also raises questions about the ways in which problems that emerge within a mentoring dyad might affect departmental climate more generally.

The typical session length is 90-120 minutes.

What people have said about Great Expectations:

"The performance of Great Expectations really helped illustrate some of the absolutely crucial and cross-cutting issues we face as faculty and students. It was extremely helpful to see them played out in such clear and vivid ways so that we could identify ourselves and the urban legends more objectively and it will surely spur multiple, ongoing conversations in our department in the coming months. Bravo! And thanks!"

Click here to visit our What the Audience Is Saying page to read more. 

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Conflict in the Classroom focuses on a conversation between students that moves quickly from civil dialogue to charged argument. It raises questions about how students' backgrounds affect the way they approach and engage course content, what constitutes subject-appropriate discussion, and what responsibility instructors have for productively dealing with conflicting perspectives that emerge in their classrooms.

The typical session length is 90-120 minutes.

 

What people have said about Conflict in the Classroom:

 "I wasn't sure what to expect from the theater format but it definitely facilitated a kind of conversation about classroom dynamics that was valuable and couldn't have taken place otherwise."

Click here to visit our What the Audience Is Saying page to read more.  

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