Curricular Change for Transformational Impact

Posted in 2021 Panel Session | Tagged Curricular Change for Transformation

Three panels explore the questions of (3.1) How can trauma-informed strategies inform evidence-based practices and culturally inclusive pedagogies as norms? (3.2) How do we (re)center the curriculum as “sites for justice” for our students? and (3.3) What are the intersections between campus climate and the curriculum? In each of these three panels, participants examine how transformation needs to be addressed across curricular, interdisciplinary, and cross-campus work to bring healing into the heart of work around equity.

3.1 How can trauma-informed strategies inform evidence-based practices and culturally inclusive pedagogies as norms?

This session focused on how trauma can originate and spread through individuals and across time. Drawing from the influence trauma has on students, there is an urgent need to incorporate trauma-informed evidence-based practices. This panel also focuses on the psychological impact of trauma on students, and how it affects their views on relationships and sense of self.

Panelists

**Dr. David Robinson-Morris**
Founder & Chief
**Reimaginelutionary**

Presentation slides

Think of Others (new window) (Imad)
The Body Remembers What the Mind Longs to Forget (new window) (Robinson-Morris)

Resources

https://native-land.ca/
https://ssir.org/articles/entry/addressing_trauma_as_a_pathway_to_social_change
https://pubmed.ncbi.nlm.nih.gov/31001926/
Cozolino, L. J. (2013). The social neuroscience of education: Optimizing attachment and learning in the classroom. (new window) W.W. Norton & Company.
https://www.researchgate.net/publication/328266874_Radical_Love_Revolutionary_Becoming_Creating_an_Ethic_of_Love_in_the_Realm_of_Education_Through_Buddhism_and_Ubuntu
https://www.amazon.com/Ubuntu-Buddhism-Higher-Education-Ontological/dp/1138478652
https://people.ucsc.edu/~nmitchel/sylvia.wynter_-_no.humans.allowed.pdf
https://onbeing.org/programs/resmaa-menakem-notice-the-rage-notice-the-silence/

3.2 How do we (re)center the curriculum as “sites for justice” for our students?

This panel looks at the current practices colleges use to engage their students, and how many aspects of the current system can be detrimental to student flourishing. Panelists Roopika Risam looks at carceral approaches to pedagogy, while Desiree Forsythe discusses her approach to teaching actionable justice in STEM. Overall, the panel leaves us with an understanding of the need to change college practices: to improve student experience and impact on communities.

Panelists

**Dr. Bryan Dewsbury**
Associate Professor, Biology
**University of Rhode Island**

Resources

Race After Technology (new window)
Ruha Benjamin
http://www.jeffreyarnett.com/ARNETT_Emerging_Adulthood_theory.pdf
https://clas.osu.edu/sites/clas.osu.edu/files/Tuck%20and%20Yang%202012%20Decolonization%20is%20not%20a%20metaphor.pdf
https://www.ciscoramos.com/teachingcontentiousissues/episode1 https://www.amazon.com/Righteous-Mind-Divided-Politics-Religion/dp/0307455777 https://instructionalcontinuity.georgetown.edu/resources/cndls-podcast/

3.3 What are the intersections between campus climate and the curriculum?

Rosemary Kilkenny 00:42 | Nyree Gray 15:53

College campuses are starting to grapple with their on-campus climate and its intersections with an equitable college experience. Many colleges have begun to measure campus climate, following a push by undergraduate student leaders, and these surveys hope to show colleges how to change faculty practices and mindsets.

Panelists

**Rosemary Kilkenny, Esq.**
Vice President for Institutional Diversity and Equity
**Georgetown University**

Resources

Campus Cultural Climate Survey (new window), Georgetown University
Center for New Designs In Learning and Scholarship (new window) (CNDLS), Georgetown University
Summer Hilltop Immersion Program (new window) (SHIP), Georgetown University