Background Following my type B Sabbatical for Responsive Teaching and fall 2009 titled “Culturally the was asked to lead a workshop on culturally responsive teaching for Basic Skills Initiative,” I the CASSL Colloquium. This was a seventy-five minute workshop during which I attempted to discuss the principles of culturally responsive teaching and demonstrate some of them with the participants. Seventy-five minutes was not nearly enough time to cover the aspects of culturally responsive teaching, and when the time was up, many of the participants asked to be able to have follow-up discussions. With the support of CASSL, I held two workshops a month during the fall 2010 and spring 2011 semesters. There was a small core of faculty, staff, and administrators who attended each workshop with a variety of others who attended at different times. Each time I sent out an email notice for a workshop, people across the campus community would respond that they were interested but could not attend. Recognizing there was much to be learned and very little time in which to do it, I asked for a twenty percent sabbatical leave in order to speak to as many faculty members as I could and collect materials that would help them to incorporate culturally responsive practices into their roles on campus. I was particularly interested in speaking with instructors who taught in content areas that are not easily adaptable to culturally responsive teaching. Purpose The purpose of this type B sabbatical was to prepare a resource guide that would assist instructors across all disciplines in implementing culturally responsive practices into their work with students.
Background Following my type B Sabbatical for fall 2009 titled “Culturally Responsive Teaching and the Basic Skills Initiative,” I was asked to lead a workshop on culturally responsive teaching for the CASSL Colloquium. This was a seventy-five minute workshop during which I attempted to discuss the principles of culturally responsive teaching and demonstrate some of them with the participants. Seventy-five minutes was not nearly enough time to cover the aspects of culturally responsive teaching, and when the time was up, many of the participants asked to be able to have follow-up discussions. With the support of CASSL, I held two workshops a month during the fall 2010 and spring 2011 semesters. There was a small core of faculty, staff, and administrators who attended each workshop with a variety of others who attended at different times. Each time I sent out an email notice for a workshop, people across the campus community would respond that they were interested but could not attend. Recognizing there was much to be learned and very little time in which to do it, I asked for a twenty percent sabbatical leave in order to speak to as many faculty members as I could and collect materials that would help them to incorporate culturally responsive practices into their roles on campus. I was particularly interested in speaking with instructors who taught in content areas that are not easily adaptable to culturally responsive teaching. Purpose The purpose of this type B sabbatical was to prepare a resource guide that would assist instructors across all disciplines in implementing culturally responsive practices into their work with students.
Gale.Report.docx