This 3-part series visits existing conversations in higher education regarding the experiences of underrepresented students within predominantly White academic spaces. The content of the series provides research, theoretical, and practical knowledge about the behaviors and learning characteristics of BIPOC students in higher education spaces.
First, presenters leverage broad discourses regarding students today, including the so-called “i-gen” or “gen-Z” characteristics, the impact of the COVID pandemic, and the repercussions of the tense socio-political climate both on our campus and surrounding community. The series centers these current issues to complicate our understanding of first-generation students, students of color, and Native and Indigenous students within a student development framework. Presenters end the series with scenarios many faculty have/will face while navigating identity in the classroom.
Session Details
BIPOC Student Classroom Experiences: Disengaged? Or Tired?
- Friday, September 16 from 2pm–3:30pm
- Educators across higher education institutions report the highest levels of so-called “disengaged” students in their classrooms. This session re-frames this characterization by examining generation trends, the impact of the COVID pandemic, as well as the effect of the social political context in teaching. This session offers educators insight into students’ perspectives and pushes the discussion of disengaged students toward supporting an exhausted generation.
- Enroll in section 001 of Centering BIPOC Undergraduate Learners.
Multicultural Student Identity Development
- Friday, October 14 from 2pm–3:30pm
- Student development in the classroom is often understood in traditional ways that confine student learning in linear static ways. These traditional notions still shape academic experiences today. This session introduces three critical frameworks that expand traditional approaches to student learning and development. Presenters will connect presented theories to curriculum development and instruction.
- Enroll in section 002 of Centering BIPOC Undergraduate Learners.
Identity in the Classroom
- Friday, December 16 from 2pm–3:30pm
- Identity-based conflicts in academic spaces are highlighted as one of the most pervasive negative experiences that BIPOC students face on our campus. Using faculty/instructor reported scenarios, this session offers educators tangible instructional interventions to address, navigate, and support students through these moments.
- Enroll in section 003 of Centering BIPOC Undergraduate Learners.
Facilitators
Multicultural Center for Academic Excellence
Post-session Resources
This session will not be recorded. Slides and resources will be sent to all registrants within two business days following the session.
Accessibility & Accommodation Requests
We strive to host inclusive, accessible events that enable all individuals to engage fully. Please contact the Center for Educational Innovation (cei@umn.edu) to request accommodations or discuss access needs (e.g. interpreting, captioning, large print, image descriptions, material format, etc.) Whenever possible, please submit requests for real-time captioning, interpreting, and material formatting at least two weeks in advance. Requests made after that point cannot be guaranteed.