Introduction to the Cases

As you read the cases and the discussions that follow them, the following information will help you to prepare for facilitation.

The cases in this book vary in complexity. The reader may approach each case from a variety of levels. Each case contains a number of themes. Some of the cases may seem fairly straightforward, but all have multiple issues to address. Intentionally, we did not fully script the cases.

We have provided real-life situations as examples to demonstrate the importance, as well as the complexity, of inclusive practice.

We have provided a brief summary, theoretical material, and resource information at the conclusion of each case. The discussion material has been developed by STEM faculty and Diversity Team staff. It is intended to assist you in using the case for self-development or with a group. The discussion material is not exhaustive. Rather, we hope to provide useful starting points as you consider the different facets of the case.

Please note that we do not necessarily recommend all of the possible responses we have included. They are intended to stimulate groups to develop their own perspectives on the issues raised by each case. The audience for this book, coming from diverse backgrounds, will develop a variety of ideas about each case study.

You may choose to share some of the material on the worksheet page with your group in writing, mention it verbally, or not use it at all. We have found that giving less information tends to produce more creative responses. If you prefer a more structured discussion, you may ask your group to follow the model we used and identify issues, generate possible responses, and explore potential consequences.

Even if you are reading the cases on your own, you may wish to discuss your thoughts and impressions with your colleagues. As scientists know, a discussion of a complex issue can often yield greater insight than an individual could develop in isolation.

As you review the cases and discussion, try considering the situation from the following perspectives:

• Institutional-level change
• Student perspective
• Course-level change
• Teaching Assistant perspective
• Individual actions
• Faculty perspective

Administrator perspective (if applicable)

We have found that the case studies in this book motivate workshop attendees to read our other teaching resources. Our web site, http://www.cirtl.net/diversityresources/, has enhanced search functions that lead visitors directly from each case into using the other resources. As a facilitator, you may find these links useful both when preparing your questions and when working with groups that have Internet access.

You may want to build these viewpoints into the questions that you ask your group. It is not necessary for you to follow the issue lists or discussion questions that we have provided. The analyses are intended as a starting point for discussion and creative thinking.

We hope that your discussion will be dynamic, engaging, and thought-provoking.