Keynote Topic Anti-racism pedagogy: A means for building connections and conveying care
This session will address how anti-racism functions as a means for shaping learning opportunities that create an educational environment that supports learning for all students. Drawing on the ways remote learning facilitates an intentionality for student connection provides an important space to consider educational accessibility across race, class, socioeconomics, ability, and many other identities reflected among students, faculty, and staff.
The key objectives of this session are the following:
Identify your particular discipline's "signature" pedagogical practices and assess their accessibility to all students
Recognize the importance of building relationships between students and between you as the faculty and students in the many different types of classrooms (remote and in-person) and advising spaces with students
Capacity to recognize the ways your own intersectional identities shape your relationship to power and how that can be supportive or challenging to difficult conversations
Lisa L. Moore, PhD, LICSW is a senior lecturer and Director of the A.M. Program at the Crown Family School of Social Work, Policy, and Practice at the University of Chicago. She has worked in higher education for over two decades, in both administrative and faculty positions, while also maintaining a small private psychotherapy practice. She has earned teaching awards at Boston University School of Social Work and St. Olaf College in Northfield, MN, where she was an Associated Professor of Social Work, and Director of the Family Studies Program.
During her time as a Clinical Professor at Boston University School of Social Work, she was responsible for the development and implementation of the initial version of the Boston University School of Social Work's required course on anti-racism in their on-line MSW program in 2013. This experience heightened her thoughtfulness about teaching and building connections in virtual spaces. She is presently in the midst of a new project on developing a foundational practice text for social work educators. Dr. Moore's scholarship reflects her strong embrace of interdisciplinarity, ranging from work that is exploring Frantz Fanon's theory of phobogenesis (the fear of Black bodies) to exploring the ways public and affordable housing policies, and zoning influence family relationships in Black families in urban centers, as well as Gullah families on the sea islands of SC. Her work, including the talk she is offering today is influenced by Black feminist thought, Relational Cultural Theory, and Psychodynamic/Psychoanalytic thought shaped by Black analysts and practitioners, storytelling, and experience.
Dr. Moore earned her A.B. in Political Science from Davidson College, her MSW at Smith College School of Social Work, and her PhD in Social and Cultural Anthropology at the California Institute of Integral Studies. She resides in the South Shore area of Chicago with her two sons and their pet fish, Mr. Fishy.
HyFlex courses and programs provide opportunities for both classroom and online learning, and allow students to choose their participation mode for each class session. In this presentation, we'll: 1) define and explain the HyFlex teaching approach, 2) review basic design principles and processes, and 3) consider ways that faculty and design professionals can create accessible, equitable and high quality learning for all students, regardless of participation mode.
Dr. Brian Beatty is an Associate Professor of Instructional Technologies in the Department of Equity, Leadership Studies, and Instructional Technologies at San Francisco State University. Brian’s primary areas of interest and research include social interaction in online learning, flipped classroom implementation, and developing instructional design theory for Hybrid-Flexible learning environments. At SFSU, Dr. Beatty pioneered the development and evaluation of the HyFlex course design model for blended learning environments, implementing a “student-directed-hybrid” approach to better support student learning.
Dr. Tasha Souza
Plenary Topic Difficult Dialogues and Hot Moments in Courses: Strategies for Mitigating and Responding
The goal of this workshop will be for participants to develop instructional strategies for navigating hot moments and other barriers to conversations across difference. As a result of the workshop, participants will be able to describe strategies for creating fertile ground for transformative learning in conversations across, and about, difference, utilize strategies one can use during hot moments, and summarize strategies one can take after a difficult dialogue or hot moment to ensure learning.
Dr. Tasha Souza is the Director of BUILD (Boise State Uniting for Inclusion and Leadership in Diversity) and Professor of Communication at Boise State University. Previously, she was the Associate Director of Inclusive Excellence for BSU's Center for Teaching and Learning, Faculty Associate for Inclusive Teaching for Humboldt State University, and a Fulbright scholar at the University of the West Indies in Barbados. She is a consultant on communication, inclusion, and pedagogy and has published in such areas as difficult dialogues in courses, addressing microaggressions with microresistance, communication climate, and intercultural conflict.
How can we design courses and curricula that allow for micro-credentialing, allowing students to attain knowledge, career credentials, and skills via non-traditional paths?
Presenters:
Claire Sullivan, Assistant Vice Chancellor for Innovation in Digital Badges and Micro-Credentials, UMS (She, Her, Hers)
Rosa Redonnett, Associate Vice Chancellor for Student Success and Credential Attainment, UMS (Seh, Her, Hers)
The University of Maine System piloted a collection of micro-credential pathways during 2020-21. In this session, we will discuss what a micro-credential is and its importance to the learner, the institution, and employers. We will walk you through our framework and processes that are in place to develop a UMS micro-credential. Our technical platform, Badgr, organizes opportunities along pathways that enable learners to highlight the skills and competencies they have developed. UMS takes a unique approach in creating aligned pathways to higher education and employment opportunities. This flexible, collaborative framework sets UMS apart from other known micro-credential frameworks with its attention to real-world application.
Define and identify what a micro-credential is and why they are important nationally and within the state
Identify and articulate the purpose of the UMS micro-credential initiative and learn about micro-credentials that have been developed
Articulate the UMS Micro-Credential Framework and common language used
Articulate the benefits of micro-credentials for learners and employers
Explore the badging platform and the process for developing a UMS micro-credential
Define the process of developing micro-credentials
How can we give all learners, no matter where they are located in time and space, a sense of inclusion, connection, and equitable social presence in the learning community?
How can we better inform ourselves about issues students face around diversity and equity to create a more inclusive teaching and learning environment?
Presenters:
Katherine Weatherford Darling, UMA Social Science / Sociology
Erica King, Justice Policy Program, USM
Joseph Jackon, Maine Prisoner Advocacy Coalition
Colleen Coffey, UMA Success Coach and UM Doctoral Student
Brianna Dube, UMA Student
This session will be facilitated by the faculty, staff and community partners involved in the Mellon-funded effort to strengthen and transform educational opportunities for people impacted by the criminal justice system, including DOC residents, justice-impacted students. The history of the UMA Prisoner Education Partnership and the goals of the Mellon Initiative will be outlined, including four key grant objectives:
Develop & implement Humanities-driven curriculum and Arts programming highlighting issues of race and intersecting systemic inequalities
Build a faculty development community focused on trauma-informed and anti-racist pedagogies
Create a cohort of student ‘Justice Scholars’ working for peer-led policy change and a digital network for peer-learning and support across justice-impacted learners and programs
Launch a state-wide coalition of faculty, learners, and community leaders committed to expanding emancipatory education across the state.
By the end of this session, participants will be able to:
Identify opportunities for cross-institutional partnerships to strengthen educational opportunities inside and outside the classroom for justice-impacted students and aspiring students
Understand best practices for supporting and including justice-impacted students in distance education, including peer support models
Identify resources for professional development in trauma-informed and anti-racist pedagogies
Understand relevant social science, education and policy research on educational access inequalities and incarceration in Maine.
FI Accessibility Statement & Requests for Accommodation
The FI Planning Committee and support staff make every effort to make all content and experiences accessible to all from the outset. The university will also make every effort to provide reasonable accommodations to individuals with disabilities upon request.
Certain accommodations may require planning and resources for us to implement, so we ask that individuals needing accommodations submit their request as soon as possible and no later than May 6th.
How can we give all learners, no matter where they are located in time and space, a sense of inclusion, connection, and equitable social presence in the learning community?
How can we better inform ourselves about issues students face around diversity and equity to create a more inclusive teaching and learning environment?
How do we prepare students for difficult conversations and materials they may find offensive and set the stage to include voices resistant to opposing opinions?
How can we explore hyflex course design elements to support the needs of a diverse student body and assure flexible and equitable access to learning?
How can we design courses and curricula that allow for micro-credentialing, allowing students to attain knowledge, career credentials, and skills via non-traditional paths?
The 2022 Faculty Institute will combine face-to-face, online synchronous, and online asynchronous learning experiences for faculty and staff, with professional development content available throughout the year.
We sincerely look forward to a fully on-campus event in 2023.
The Faculty Institute is a rich compendium of professional development opportunities for distance educators across the University of Maine System and our valued community partners and colleagues worldwide through a virtual attendance option.
There is no cost to attend the Faculty Institute!
Normally, as a collaborative event, the Institute has a system-wide planning committee with faculty and staff representing each campus. The University of Maine at Augusta hosts this event for in-person attendees and facilitates the ability to participate virtually. While it has had various names over the years, the Faculty Institute has existed in some variation for the system for more than 30 years.
It is our pleasure to carry on this tradition of offering a system-wide, collaboratively designed event with sessions presented by our faculty, staff, and guests.
Thank you for visiting our site. We look forward to seeing you soon!
Join us at the UMA Faculty Institute, where innovation in teaching and learning takes center stage. This year, we extend our invitation not only to members across all campuses and outreach centers of the University of Maine System but also to our valued community partners and colleagues worldwide through a virtual attendance option.
This institute is a vital gathering for anyone engaged with or supporting today's educational methods, including hybrid, hyflex, and online modalities. Whether you are working with synchronous online classes, asynchronous content, hybrid or hyflex formats, or fully online courses, this event is designed for you. It is especially relevant for those involved in
Faculty (full-time, adjunct, or part-time)
Graduate students with teaching roles
Undergraduate students, and teaching assistants
Academic leaders and administrators
Support staff in academic and student services
Professionals in instructional design and technology
Anyone involved in developing or delivering digital learning content
By participating in the Faculty Institute, you'll connect with peers, discover innovative practices, and gain insights into leveraging technology to enhance teaching and learning. Don’t miss this opportunity to contribute to shaping the future of education in our University of Maine System and within the communities you serve.
UMA Centers are located across the state. UMA is truly statewide providing Mainers with the opportunity to start or complete their college degree close to home. Students can take part in distance education or onsite classes that fit their schedules.
The University of Maine at Augusta (UMA) is committed to free speech and fosters an environment in which all members of our community have access to a vibrant, enriching education befitting a democracy. A hallmark of our work is academic freedom and open inquiry. We are proud to affirm our ongoing commitment to an education that is diverse, inclusive, equitable and anti-racist. We recognize that diversity is a strength, and encourage our college community to examine issues related to: race, ethnicity, nationality, culture, gender, gender identity/expression, religion, sexual orientation, age, veteran status, and disability.
UMA applauds the endeavors of students, faculty and staff who engage in this work, including the development of programs and curricula. Through these and other undertakings, UMA actively promotes the lively exchange of ideas to improve our efforts and be responsive to the needs of our community. UMA will continue to lead by example, rising to the challenge of embracing change, acknowledging shortcomings, and prioritizing diversity, equity, and inclusion in pursuit of our mission.
The President’s Council on Diversity, Equity, and Inclusion provides support and advocacy for these efforts.
Endorsed by Faculty Senate: 2/19/21 Endorsed by President’s Cabinet: 2/23/21
UMA is committed to ensuring a productive and inclusive environment for all members of our diverse community, which includes people of all abilities, races, ethnicities, genders, sexual orientations, nationalities, religious traditions, socioeconomic classes, and ages. The Diversity, Equity, and Inclusion (DEI) Council will work to support strategic initiatives, partnerships, advocacy, innovation, and educational programs that will create, sustain, and enrich UMA’s institutional commitment to diversity, equity, and inclusion of its entire community. They will also work to identify challenges, propose strategies, and make recommendations for new and ongoing policies that support DEI initiatives.
Putting Diversity, Equity, and Inclusion into Action
The DEI Council will:
Promote a long-term and sustained culture of diversity, equity, and inclusion that is flexible, evolving, and open to continual improvement.
Establish institutional funding for ongoing education and training programs in DEI areas, to include regular professional development opportunities for all members of the community.
Recognize that inequalities and exclusions are the products of both structural policies and unconscious prejudice, and that DEI initiatives are not possible without both institutional support and healthy self-reflection and openness to learning from all members of our community.
Organize and promote workshops, activities, professional development, and research in DEI related areas and advocate that these opportunities be supported and rewarded through administrative and institutional support. These development activities should be provided by university professionals as well as initiated by student interests in order to better address structural blind spots and increase attention to diverse students’ actual needs.
Create a shared culture of DEI through deliberate and public expressions of DEI values. This means that we will seek to actively and positively create learning communities that are inclusive of sex, gender identity, race, ethnicity, religion, age, and income differences and actively understand and promote the benefits of DEI across our entire community.
Intentionally prioritize and support faculty efforts to integrate DEI research, tools, and perspectives into their curriculum and classroom practices.
Intentionally recruit and retain faculty, students, and staff that reflect multicultural and diverse backgrounds, experiences, and perspectives.
