Activities to Address Sabbatical Purpose I began to assemble the materials I had already created or acquired both in hard copies and digitally. As I continued to lead the culturally responsive discussion groups, I continued to create materials that would help the group members achieve the purposes of the group. For example, at the first meeting of the spring 2011 semester, the group decided that we should focus on one principle of culturally responsive teaching each month. As a result, I assembled articles and created handouts related that principle, such as connections to students, content relevance, or critical reflection. Additionally, as I learned more about various aspects of culturally responsive teaching through my own research, I would bring in articles or create shorter handouts with key information about these new ideas. The materials related to cultural data sets were acquired in this way. Over the course of the 2010-2011 academic year, twenty-three different people from the campus community attended the workshops, representing many different roles and academic areas. Because some administrators and classified staff members attended the groups, I changed the title of the sabbatical and resulting manual to Responsive Resources Practices “Culturally of because the same principles may be applied to other types of work teaching Manual” instead with students besides teaching. Instructors who attended represented a variety of academic disciplines, including math, ESL, English reading, English writing, art, philosophy, speech communications, media, accounting, and history. Some instructors were adjunct faculty, and some taught mostly online. When the groups met, I made a point of asking participants from the various areas how they would apply the principles of culturally responsive teaching to their discipline. I also had the opportunity to meet one-on-one with several of the instructors and asked them the same question as well as solicited any representative assignments or materials.
Activities to Address Sabbatical Purpose I began to assemble the materials I had already created or acquired both in hard copies and digitally. As I continued to lead the culturally responsive discussion groups, I continued to create materials that would help the group members achieve the purposes of the group. For example, at the first meeting of the spring 2011 semester, the group decided that we should focus on one principle of culturally responsive teaching each month. As a result, I assembled articles and created handouts related that principle, such as connections to students, content relevance, or critical reflection. Additionally, as I learned more about various aspects of culturally responsive teaching through my own research, I would bring in articles or create shorter handouts with key information about these new ideas. The materials related to cultural data sets were acquired in this way. Over the course of the 2010-2011 academic year, twenty-three different people from the campus community attended the workshops, representing many different roles and academic areas. Because some administrators and classified staff members attended the groups, I changed the title of the sabbatical and resulting manual to “Culturally Responsive Practices Resources Manual” instead of teaching because the same principles may be applied to other types of work with students besides teaching. Instructors who attended represented a variety of academic disciplines, including math, ESL, English reading, English writing, art, philosophy, speech communications, media, accounting, and history. Some instructors were adjunct faculty, and some taught mostly online. When the groups met, I made a point of asking participants from the various areas how they would apply the principles of culturally responsive teaching to their discipline. I also had the opportunity to meet one-on-one with several of the instructors and asked them the same question as well as solicited any representative assignments or materials.
Gale.Report.docx