Archive: Spring 2021
The Spring 2021 Development Day was dedicated to inclusive practices in the classroom and in our community with presentations by ENAHEC, Erie Niagara CoNECT, and Data Citizens WNY Grant.
 
When: Tuesday, January 12
Contact info for most presenters can be found in the D’Youville Directory: http://www.dyc.edu/search/directory.aspx
Recording:
Topic: macviel@dyc.edu’s Personal Meeting Room
Start Time: Jan 12, 2021 08:46 AM
Please see the sessions and resources below.

Introduction to Cultural Competency: Foundational Concepts for Diversity, Equity and Inclusion in Education

This interactive session will introduce participants to concepts related to cultural competency, equity, inclusion and effective student engagement. Participants will apply new communication strategies and engage in collective self-reflection. They will learn about or review the social determinants of health and the intersection between health and education. Finally, they will engage in an interactive exercise that tests rapid group decision making in the context of crisis. This will introduce or refresh foundational concepts that inform sustainable practices for a more equitable and inclusive educational system.

What can you see?

Help us discover hidden meanings in the assessment data we have collected so far from our General Education courses. We need you!

  • Presented by: Dr. David Stewart, Dr. Shelby Edwards, Sam D’Amato, and Jaye Lesinski

GIS Tools for Mapping Risk Related to Social Determinants 

Geographic Information Systems (GIS) provides the ability to relate seemingly unrelatable data. This presentation will feature tools that are available to view spatial patterns and relationships linked to social determinants.

Measuring Cultural Competence Skills in Student Work

A workshop for developing a mutual understanding of assessing cultural competence in our classrooms.

  • Presented by: Dr. David Stewart, Dr. Shelby Edwards, Sam D’Amato

For activity:

Mitigation Strategies for At-Risk Students

Co-presenters from the Student Success Center and the Institute for Teaching Innovation will share data and trends about at-risk students, and some mitigation strategies for increasing success in this population.

#Times up, Hollywood! (Or is it?)

Hollywood movies both shape and reflect our own assumptions about race, gender identity, class, sexual orientation, and disability—even when we don’t realize we have them. #TimesUp, #MeToo, #OscarsSoWhite, #BlackLivesMatter, and others have exposed and rebuked Hollywood’s lack of equity, diversity, and inclusion. We all want to believe our consciousness has been raised and our privileges have been checked. But how does that translate into our everyday lives? And what about our teaching? This workshop offers a simple and fun hands-on exercise that might give you some ideas.

Good Intentions: Helping Students Confront Racial Blind Spots 

Most white students (and for that matter, white faculty) reject racism in principle. We take pride in our colorblindness, express appreciation of ethnic diversity, and consider ourselves allies in the fight for racial justice. It can be a source of considerable dismay, therefore, to discover that our genuine good intentions often rest on a reservoir of unrecognized racial “blind spots” that perpetuate the very institutional structures and cultural narratives that they seek to overcome. Exposing these hidden assumptions without judgment or indictment can present significant challenges in the classroom. This presentation explores four contrasting frames for seeing past the blind spots.  

  • Presented by: Dr. Kate Miller

Social Determinants of Educational Attainment

While individual characteristics are important factors in educational attainments, there are also broader issues at both the mezzo and macro levels that influence the ability of a student to be successful. Learn about how systems level factors may play a role in the lives and potential of your students, and how you can disrupt the cycle.

  • Presented by: Danise Wilson, MPH, and Brittany Mitchell, MSW (Erie Niagara AHEC)
Archive: Spring 2020

This presentation and workshop will support participants in planning authentic data-driven research curriculum for use across a variety of disciplines, and for engaging students at many different levels, including complete beginners. The presentation session will focus on the background, history, and goals of the passion-driven statistics model, as well as the nuts and bolts of the actual curriculum. The drop-in workshop experience will be individualized to participants’ own interests, background, and needs. This may include a basic question and answer session, hands on experience with what students do in the course, sharing of resources, an introduction to SAS, and/or a look into the curriculum on various learning management systems. 

Additional Information

Here is the link to the new Passion-Driven Statistics e-book! http://bit.ly/Passion-DrivenStatistics

Passion-Driven Statistics is an NSF-funded, multidisciplinary, project-based curriculum that supports students in conducting data-driven research, asking original questions, and communicating methods and results using the language of statistics. The curriculum supports students to work with existing data covering psychology, health, earth science, government, business, education, biology, ecology and more. From existing data, students are able to pose questions of personal interest and then use statistical software (e.g. SAS, R, Python, Stata, SPSS) to answer them. The e-book is presented in pdf format for ease of use across platforms. It can also be customized by downloading and editing the .iba file (available through the link below) using the free “iBook Author” software.

http://bit.ly/EditPDSe-book

For more information, contact Lisa Dierker, ldierker@wesleyan.edu or check out the Passion-Driven Statistics website at https://passiondrivenstatistics.com/

About the Passion-Driven Statistics Team

“Statistical analysis is arguably the most salient point of intersection among diverse disciplines, yet developing analytic skills is often viewed as an obstacle rather than an opportunity to pursue your own interests and to answer questions that you feel passionately about.

This is why we created Passion-Driven Statistics. It is statistics in the service of your own research – in the service of your passion. It is a multidisciplinary, project-based curriculum that supports students in conducting original research, asking original questions, and communicating methods and results using the language of statistics. The curriculum supports students to work with existing data covering health, geography and earth science, government, business, education, genetics and more. From existing data, you’ll be able to pose questions of interest to you and then use statistical software (e.g. SAS, R, Python, Stata or SPSS) to turn raw data into useful information.

The website presents learning materials to support this innovative project-based approach and to directly and creatively tackle many of the most significant challenges currently faced by instructors and students. We believe that students from diverse educational, social and economic backgrounds deserve not only a seat in a classroom, but also a welcoming place at the table. Our goal is to increase the number and diversity of students exposed to meaningful and empowering data analysis experiences and to inspire the pursuit of advanced data-driven experiences and opportunities for everyone! Anyone interested in teaching or learning statistics will find the site useful.”

Resources

Archive: Fall 2019

Assembled by our 2019/20 Faculty Fellows for Exemplary Pedagogy, Tina Bampton, PhD, Faculty, Liberal Arts and Christopher Jarmark, Adjunct Professor, Liberal Arts. 

FEATURING: Nathaniel A. Turner, JD, MALS

A.K.A. Supaman’s Dad
Father. Author. Public Speaker. National Freelance Writer. Education & Parenting Activist.
TEDx Talks. The Washington PostThe Good Men ProjectThe Raising Supaman Project.
Changing The World, One Parent And One Child At A Time!

This August D’Youville College will host an all campus development day to foster a broad-based discussion on engagement, retention, empowerment, and student success among Generation Z students.  The day is in part a response to the bestselling book The Coddling of the American Mind, by Lukianoff and Haidt (2018). We will spend the day unpacking portions of this book to address the deficit mindsets on Gen Z. We hope to offer an optimistic and supportive outlook of Gen Z for our faculty and administrators as we prepare the college landscape to best serve this population of students. The day will include a keynote speaker, faculty presentations, roundtable sessions, and a multigenerational panel discussion.