Faculty

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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The Chair's Role in Faculty Mentoring - Fashioned as three thematically related vignettes, this performance explores the chair's role in faculty mentoring. In these short scenes, the audience sees a chair discuss a third year review letter with a junior faculty member, welcome a new hire, and check in with a senior faculty mentor. Developed to showcase positive and potentially problematic mentoring behaviors, this interactive performance allows chairs and other academic leaders to think through the ways that they might create a more positive climate for faculty mentoring, both structurally in their department's policies and interpersonally in the behaviors they adopt and use with their faculty colleagues.

The typical session length is 120 minutes.

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This workshop asks instructors to consider their roles and responsibilities in supporting students who face mental health challenges. Built around a scenario that presents situations and dynamics teachers commonly encounter with their students, the session will guide participants to proactively shape their pedagogical practices with an awareness of student mental health concerns. Participants will assess their current comfort and skills interacting with students who may be experiencing distress related to mental health concerns; gain general information about the current landscape of mental health in higher education; and learn a range of specific strategies that will help them anticipate and respond--with both compassion and appropriate boundaries--to student mental health challenges.

The typical session length is 120 minutes.

 

"Often people think that 'sadness' is the only thing they need to look for in terms of knowing whether or not someone might be experiencing depression – these sketches illustrate that depressive illnesses can look very different in different people (including lack of motivation, withdrawal, and irritability/anger), and also emphasizes the importance of connecting with every person as an individual, rather than simply as a 'diagnosis.'" Read more »

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Hidden Disabilities in the Classroom These three short scenes follow a student as he attempts to productively manage his disability in one of his classes. These vignettes, which examine interactions both in the classroom and in office hours, are designed to aid instructors in thinking critically about the inclusivity of their instructional practices and to encourage the development of an empathetic perspective that respects the experiences of students with a range of abilities.
 
The typical session length is 120 minutes. 
 

What people have said about Hidden Disabilties in the Classroom:

After seeing the difficulties Tyler faced [in the vignettes], it was very helpful to think both about why they happened and also how to better cope with them and avoid them in the future.

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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