SED Colleagues We Want to Thank All Those Who Participated in the Anonymous Survey. As

SED Colleagues – We want to thank all those who participated in the anonymous survey. As a discussion-starter for the retreat, we have selected a few of the responses and arranged them in useful categories. If your responses are not represented, or you have not yet responded, we assure you that this is not the final use of the survey results to inform the work of our committee. Many of you expressed concerns about recruitment, which will be very much on the agenda for the Fall. Committee on Equity, Diversity, and Inclusion

1. Describe something you did well here at SED that called on your knowledge of diversity competencies and/or required you to attend to issues of equity.

Specific Teaching Strategy Discussion of social issues on which individuals from diverse backgrounds might reasonably disagree. When necessary, I have taken an alternate opinion from that expressed by the majority of class students as a way of making this point.

Designed assignments that required students to engage with high need, diverse communities Talking about Race, Ethnicity, Culture, Language

I've taught about the role of racial identity in students' learning and development. I've also incorporated into my teaching discussions of the role of standard English vs. other dialects in an academic setting.

In all of my teaching and research, I strive to understand, mediate, and respond to issues of diversity and equity. Not sure I can say I do it well--but I certainly try.

Perhaps working with diverse students and teachers in the BPS system required me to call on my knowledge of diversity more than any other things I have done at SED.

Discussed issues of diversity and differential representation of people of color with students in a course.

I taught SED AP 600 that was Diversity and Justice, exploring issues of ethnicity and racial diversity in education

I use readings and documentary films by and about diverse individuals with disabilities and their families in all of my classes. I have my students spend time with people with disabilities and their families as well, and I am trying to do this with a greater diversity of families. detailed statements in all my syllabus; on use of inclusive language and importance of socio-cultural differences in the learning environment, instructions on how to engage differences; early assignments in program require educational narratives-address how privilege, ethnic/cultural factors shape educational perspectives and expectations Talking about Issues of Power integrating white privilege discussions into higher education history and analysis; pushing students to consider how cultural competencies are critical to effective administration; Helping our Students Work with a Diverse Student (k-12) population

Designing courses with a general focus on diversity and a specific emphasis on collaborating with culturally and linguistically diverse families. My definition of diversity includes dis/ability.

Incorporating specific strategies for diverse learners in the courses that I teach.

I have been able to some extent to help students achieve explicit and detailed understandings of the ways their assumptions about language (use, grammatical varieties, lexical choice, attitudes about language/dialect) need to change, broaden, etc, and the extent to which those assumptions have been anchored in broader assumptions about social and cultural dimensions. Readings/Syllabus

Addition of readings to syllabi that focus on diverse views and cultural issues

Last semester when updating my syllabus for one of the courses I teach, I made a concerted effort to include readings about underrepresented populations of students.

Incorporating course readings and attempting to address topics of race and diversity in courses taught

Crafting syllabi that represented a wide range of perspectives and introduced students to issues of diversity and equity called on my knowledge in this area.

I redesigned part of the syllabus in one of my courses to incorporate readings on equity and diversity connected to the content. The change felt successful--several students expressed appreciation for the opportunity to discuss issues of equity.

Assigned readings are deliberately selected to examine instructional approaches that are responsive to the needs of ethnic, cultural, and linguistically-diverse learners. 2. Practica assignments (e.g., "virtual visits" via videotape) are predominantly based in classrooms that are ethnically, linguistically, and culturally diverse.

I assigned my book REFORMING BOSTON SCHOOLS which discusses race in Boston. In 1970 I wrote a report "Organizing an Urban School System for Diversity". I had two guest speakers on Latino issues, and two on METCO. 2. Describe something you believe you could have done better when your knowledge of diversity competencies and/or equity related issues were called upon. Specific Teaching Strategy

I had several international students for whom English is a second language in my class this past year who did not speak much in class or in small group activities. I had trouble figuring out how to draw them into the discussion.

Introducing the ground rules of communication with several deaf students to the class. I believed they were aware of the procedures but, alas, they were not. General Teaching

I could include topics related to issues of equity in my courses. I currently do not do this well.

Teaching about the disproportionalities in special education services.

I have missed opportunities to address issues of race and cultural difference, and didn't realize I'd missed them until I reflected on the class discussion later.

Integrated this knowledge more into the courses I teach

Understanding how to accommodate for those with learning disabilities Self-Awareness of Issues of ED&I more depth and breadth of understanding of what it means to be a culturally competent white faculty member more depth and breadth of understanding the cultural indicators of inclusion within a predominately white system (school); esp. the implicit indicators understanding families' expectations of BU students/advisees who are first generation college-going specifically with respect to continuing family support (financial, child care, elder care) and path for careers with high success visibility when these two sets of issues collide with the culture of higher education Readings/Syllabus

Students felt Asian student issues could have been better documented in the readings. I was contrarian, dealing with Cambodian and other exceptions.

Include more readings from african american, latino (etc.) authors. Discussing ideas in class emphasizing perspectives from a range of perspectives based on gender and race.

I always believe that I can craft syllabi and structure discussions better by expanding my knowledge of issues related to diversity and equity. For example, although I strive to include a mutlitude of different perspectives in my teaching, I am aware that I do not always attend to all underrepresented groups equally. I make it a priority to continue to build my knowledge so that I can do this better in my courses.

I don't have a good grip on the recent literature, like the sources cited in the Ulluci and Battey article. This means that lots of opportunities go by in which I don't feel competent to dig in to a particular issue.