C.H.A.N.G.E: The faculty role as an ally in student discussions.

Workshop Session 1

Session Materials

Brief Abstract

This session introduces a systematic learner-centric approach for engaging in meaningful dialogue with undergraduate students who may unintentionally use biased/stereotyping language. Using the C.H.A.N.G.E mnemonic, participants will focus on learner growth and allyship, supporting students who are developing communicators and may struggle to express themselves effectively in sensitive contexts.

Presenters

Extended Abstract

Students, particularly undergraduates, are sometimes unpolished writers who may struggle with writing and expressing themselves respectfully when discussing sensitive topics, potentially causing harm to others in the classroom. This harm can be in the form of microaggressions that may make others feel less welcome in the course or by perpetuating stereotypes.

When faculty aren’t sure how to respond to these dialogues, particularly when the dialogue doesn't rise to the level of student conduct code violations, they may choose to do nothing. Or, they may follow the age old adage “Coach in private; praise in public.” While this is typically good advice, failing to address concerning discussion board posts or live-discussion comments publicly can inadvertently reinforce the instigating student’s remarks. At a minimum, failing to address publicly represents a missed opportunity for the instructor to demonstrate allyship and to ensure all students feel welcome and supported.

But how to address these concerns without alienating the instigating student, particularly given that these students may be well-intentioned and unaware of how their comments could be perceived? Students, particularly early in their educational career, may be asked to engage in controversial topics before their communication skills have become polished enough to do so in a respectful and considerate way. They may be in the position, possibly for the first time, of needing to look beyond their own personal realm of experience to consider perspectives and viewpoints they may not have encountered before. When done correctly, faculty reactions to inappropriate comments can demonstrate how to approach conflict and disagreement in a balanced and productive way.

Through this presentation, attendees will be introduced to the C.H.A.N.G.E mnemonic, helping participants to develop a compassionate approach to engaging in meaningful dialogue with students who unintentionally use biased or stereotyping language.

Originally designed for faculty supporting online student discussions, the principles are applicable in any conversation with students or colleagues. The strategies and examples shared in this presentation pull from the presenters’ experiences as faculty, faculty trainers, and academic deans, as well as from a variety of related literature including those shared below as references.

The presentation portion of this session includes real-life examples with opportunities for participant engagement. Following the presentation portion, participants will assigned breakout groups where they will practice applying the mnemonic to examples of student discussions.

At the end of this session, participants will be able to:

  • Define and identify microaggressions and stereotyping language.
  • Explain how to apply the C.H.A.N.G.E acronym to effectively and sensitively redirect potentially harmful student dialogue into educationally valuable discourse.
  • Create responses to hypothetical student discussion contributions that consider biases, hold students in high esteem, ask questions, neutralize conflict, apply a growth mindset, and educate learners (C.H.A.N.G.E).

 

References:

American Psychological Association. (2021). Inclusive language guidelines. https://www.apa.org/about/apa/equitydiversity-inclusion/language-guidelines.pdf   

Chew, S., Houston, A., & Cooper, A. (2020). The Anti-Racist Discussion Pedagogy. Retrieved April 13, 2023, from https://sph.unc.edu/wp-content/uploads/sites/112/2020/08/Anti_Racist_Discussion_Pedagogy__1.pdf 

Sue, D. W. (2021, March 30). Microaggressions: Death by a thousand cuts. Scientific American. Retrieved April 13, 2023, from https://www.scientificamerican.com/article/microaggressions-death-by-a-thousand-cuts/

Uzuner, S. (2007, December). Educationally valuable talk: A new concept for determining the Quality of Online Conversations. Journal of Online Learning and Teaching. Retrieved April 13, 2023, from https://jolt.merlot.org/documents/uzuner.pdf