Anti-Racist Pedagogy Speaker Series

Throughout 2022, the Center for Teaching and Learning and Office of the Vice Provost for Faculty Advancement are hosting anti-racist pedagogy speaker events for the Columbia teaching community. The goal of this series is to offer Columbia instructors direct access to people whose work was cited in the CTL’s Anti-Racist Pedagogy in Action: First Steps resource. The ongoing national trauma of racism in the U.S. requires deep reflection and close attention from those teaching in postsecondary settings and these speakers support efforts to raise awareness around the role instructors can play in their Columbia University classrooms.

 

Upcoming Event

Anti-Racist Pedagogy in Action: A Columbia Faculty Panel

October 12, 2022; 12:00–1:30 PM | Register for this event

Classrooms often serve as microcosms of larger society, and it is no surprise that instructors across Columbia University, and higher education more broadly, have reimagined their own pedagogical approaches with a lens toward inclusivity, equity, and anti-racism. Please join the Office of the Vice Provost for Faculty Advancement and the Center for Teaching and Learning in a discussion with Columbia University faculty who are engaging with anti-racist pedagogies in their classes. During this 90-minute panel discussion, five instructors will share how they enact anti-racist pedagogies in their courses and then take questions from the audience. 

Some questions that panelists will consider include:

  • How has your pedagogy changed and evolved taking this anti-racist pedagogical stance? What does that look like for you and your students? What motivated you to make this change? 
  • How have you made decisions about enacting anti-racist pedagogical values in ways that are disciplinary-appropriate? What has that process looked like?
  • How have students responded to your pedagogical approach? Have you faced challenges or resistance? If so, how have you navigated that? 
  • What kinds of personal and professional development have you participated in while developing your anti-racist pedagogical practice? What advice might you have for faculty looking to strengthen their own practices?

Panelists 

Tugce Bilgin 

Tugce Bilgin is a Lecturer in the Frontiers of Science Fellows Program. She is an evolutionary biologist from Istanbul, Turkey and has done her PhD in Zurich, Switzerland. After a few years of postdoctoral research in Lausanne, she moved to New York in 2018. She is the founder and co-director of an evolutionary genomics school in Turkey since 2015, a free one-week training for grad students. Tugce is passionate about creating equal opportunities and empowering her students. She taught coding at Brooklyn College for students from underserved backgrounds as part of an NSF grant and teaches evolution in Pratt Institute for art and design students. Tugce likes drawing inspiration for her inclusive teaching style from artists and museums, which she finds more inquiry-based and creative. She is the recipient of a Science of Learning Research Initiative (SOLER) award from the Provost’s Office and a Diversity Matter Award from the Arts and Sciences Department. She also teaches yoga for beginners and injured/old/stiff people. 

Nicholas Bock headshot

Nicholas Bock 

Nicholas Bock is a Lecturer in the Discipline of Earth and Environmental Sciences and teaches in the Frontiers of Science Fellows Program at Columbia University. He received his Ph.D. from Columbia University’s Department of Earth and Environmental Sciences, where he studied marine microbial ecology. Nicholas also received a Master’s degree in science education from Columbia Teachers College and has taught high-school biology in New York City with the NYC Department of Education and in rural Ghana with the Peace Corps.

Nicholas Bock headshot

Latisha Hanson

Latisha Hanson, DNP, PMHNP-BC is an Assistant Professor of Nursing and Director of Diversity Programming at Columbia School of Nursing at the Columbia University Irving Medical Campus (CUIMC). She teaches in the accelerated Masters Direct Entry Program, a prelicensure RN program and in the Psychiatric Mental Health Doctor of Nursing Practice program. In addition to her teaching experience, she works as the Director of Diversity Programing with Columbia University School of Nursing’s Office of Diversity and Cultural Affairs. She also works as a Psychiatric Mental Health Nurse Practitioner in outpatient settings.

Nicholas Bock headshot

Matthea Marquart

Matthea Marquart is Assistant Dean of Online Education and Senior Adjunct Lecturer at Columbia’s School of Social Work (CSSW). Her role includes overseeing the recruitment, hiring, and training of instructors for CSSW’s Online Campus, which has included the creation and co-facilitation of CSSW’s award-winning Institute on Pedagogy and Technology for Online Courses. She began working with CSSW’s Online Campus in 2014 during beta testing and launch preparation, helped launch the Online Campus in 2015, and has focused on collaborating on the online program’s continuous improvement and growth since then. She regularly collaborates on presentations and publications about student-centered, trauma-informed teaching and learning, and recent topics have included Anti-racist pedagogical considerations and strategies for synchronous online courses; Creating community agreements collaboratively with online students: Reasons, anti-racist considerations, and logistics in Adobe Connect; Creating anti-racist learning environments online; and A conversation about anti-racist approaches to student webcam requirements in online courses. Most recently, she collaborated on editing the open source ebook Designing Engaging and Interactive Synchronous Online Class Sessions

Nicholas Bock headshot

Rochelle Mendonca

Rochelle Mendonca is Assistant Professor in the Occupational Therapy program in the Department of Rehabilitation and Regenerative Medicine at the Columbia University Irving Medical Campus (CUIMC). She also serves as the Director of Continuing Education. Her interests and research revolve around evaluation of accessibility and participation for individuals with disabilities. She has worked for numerous years on evaluating accessibility of medical devices for people with disabilities and has served on the United States Access Board Committee to develop standards for medical device accessibility. Dr. Mendonca also works extensively measuring the outcomes of assistive technology (including robotics technology) to establish the impact of assistive technology on the lives of people with disabilities.  

Nicholas Bock headshot

Previous Events

 

Moving Beyond Diversity to Create Anti-Racist Teaching and Learning Environments

Frank Tuitt, 2022 Celebration of Teaching and Learning Symposium Keynote | March 29, 2022  

With remarks from Columbia Provost Mary Boyce
Despite best efforts to advance diversity, postsecondary institutions around the world have found themselves in the midst of campus protests. Arguably, at the heart of increased activism on college campuses is the failure of postsecondary institutions to create more anti-racist learning environments where minoritized students can experience teaching that suggest their lives and their lived experiences really matter. Accordingly, this presentation by Dr. Frank Tuitt explored how a commitment to an anti-racist praxis can contribute to the promotion of anti-racist teaching and learning environments both in and outside of the classroom. Following the presentation, Dr. Tuitt took questions from the audience.

Understanding and Doing Antiracist Classroom Assessment

Asao B. Inoue | April 27, 2022

This workshop considered what antiracist assessment can be in university courses and how faculty from across disciplines from Humanities to STEM courses can meaningfully engage in it. It was led by Asao B. Inoue, Professor of Rhetoric & Composition at Arizona State University. Professor Inoue argued that classroom assessment, from grading to feedback on literacy performances, is an ecology made up of seven interconnected elements. Understanding any classroom as an assessment ecology can provide a way to design and enact antiracist assessment practices in courses. Furthermore, Inoue detailed twelve habits of antiracist teachers that are necessary in more fully developing antiracist pedagogies and assessments. There was a Q&A period and a handout of resources.