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2022 Annual Faculty Retreat
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“Breaking Down the Classroom Walls: A Promise of Access to Students”
Suggested Resources

Campus Support

  • Office of the Vice Chancellor for Diversity, Equity & Inclusion. The mission of the Office of the Vice Chancellor for Diversity, Equity & Inclusion (OVCDEI) is to use the transformational power of our university to lead our campus toward an increasingly diverse and inclusive community that is open, just, and welcoming for all.
  • Student Success Initiative. The University of Illinois at Urbana-Champaign continually strives to increase access, promote timely degree completion and prepare our students to make positive contributions to the state, nation, and the world.
  • I-Connect Diversity & Inclusion Experience. The I-Connect Diversity & Inclusion Experience is an opportunity to reflect upon the attitudes and practice the skills that we need to learn, work, and live our lives in a diverse campus community. I-Connect has two components: 1) a self-paced eText workbook. The eText Workbook invites you to explore foundational ideas for living and working in a diverse and inclusive world through readings, videos, and reflective scenarios. 2) an Interactive Zoom Workshop. The Interactive Zoom Workshop lets you put the ideas from the EText Workbook into practice with a group of peer educators who are students like you.
  • Disability Resources & Educational Services (DRES). The mission of the Division of Disability Resources and Educational Services is to ensure that qualified individuals with disabilities are afforded an equal opportunity to participate in and benefit from the programs, services and activities of the University of Illinois at Urbana-Champaign through the identification and enactment of reasonable modifications to institutional policies and procedures, the provision of effective auxiliary aids and services, the establishment of innovative educational services, and the pursuit of interdisciplinary disability research.
  • Center for Innovation in Teaching & Learning (CITL). CITL’s mission is to explore and promote innovative teaching to support transformative learning experiences in all modalities. It is a hub of innovation and hands-on support for those who want to discuss and work with higher education trends, models, projects, and resources. CITL uses leading pedagogical approaches, research-based methodologies, innovative instructional technologies, and comprehensive assessment practices to strengthen teaching efforts and improve student learning outcomes. 

 

Stigma: Stereotyping Students in Your Classroom
Emily Knox, School of Information Sciences

Suggested Books

  • Steele, C. M. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York, NY: W. W. Norton & Company
  • Verschelden, C. (Ed.). (2017). Bandwidth recovery: Helping students reclaim cognitive resources lost to poverty, racism, and social marginalization. Sterling, VA: Stylus Publishing.
“Brick or Glass? Shattering the Garden Walls”
Vivechkanand “V” Chunoo, Agricultural Leadership, Education & Communications (ALEC)

Suggested Books

  • Freire, P. (1993). Pedagogy of the oppressed.  New York City: Continuum Publishing Company.
  • Gary, G. (and other editors).  (2018) Culturally responsive teaching: Theory, research, and practice. (Multicultural Education Series). Teachers College: Columbia University.
  • hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, New York: Routledge Publishing.
  • Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question (Culturally Sustaining Pedagogies Series).  Teachers College, Columbia University.
"Exploring Alternative Grading: ensuring Learning is Accessible for All Students"
Rebecca Reck, Bioengineering

Suggested Books:

  • Blum, S. D. (Ed.). (2020). UNgrading: Why rating students undermines learning (and what to do instead).  Morgantown, WV: West Virginia University Press.
  • Feldman, J. (2018). Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classroom. Thousand Oaks, CA: Corwin Press.
  • Nilson, L. B. (2015) Specifications grading: Restoring rigor, motivating students, and saving faculty time. Sterling, VA: Stylus Publishing.

Web Resources:

“Creating a Teacher-Student Partnership for Student Success”
Anna Dilger, Animal Sciences and Shelly Schmidt, Food Science and Human Nutrition
Course Design for Well-being: Towards a Students’ Bill of Rights
Judith Pintar, School for Information Sciences
“Gardens for All: An Overview of Open Educational Resources and Examples at Illinois”
Sara Benson, Library
  • Announcement: Call for OER Proposals
    • The University Library with assistance from the Student Government is funding course conversion from expensive textbooks to free, open access textbooks for students. The mini-grants are available for faculty wishing to find an adopt an already created free textbook, modify or remix multiple pre-existing textbooks to create a new textbook, or up to $6,000 to create a new textbook.
    • The application is due by March 11, 2022 and the new textbook would be expected to be used in the fall, 2022 semester.
    • You can find more information as well as the application requirements here:  https://go.illinois.edu/oerincentive
    • Please do not hesitate to contact Sara Benson, Copyright Librarian, if you have any questions at srbenson@illinois.edu
“Gardens for All: An Overview of Open Educational Resources and Examples at Illinois”
Karle Flanagan, Statistics, and Wade Fagen-Ulmschneider, Computer Science
  • Data Science Discovery Website: https://discovery.cs.illinois.edu/
    • Data Science Discovery is an open-source data science resource created by The University of Illinois with support from The Discovery Partners Institute, the College of Liberal Arts and Sciences, and The Grainger College of Engineering. The aim is to support basic data science literacy to all through clear, understandable lessons, real-world examples, and support.
    • See this video introduction “Opening Up Data Science to the World through OER