Frequently Asked Questions

FAQs

Although enrollment rates of underrepresented students in higher education are increasing, some faculty and teaching associates may not be aware of the many services and supports available to students. In particular, instructional staff members may not always be aware of the types of services and accommodations available or what steps are involved in the process of creating a classroom climate that is more culturally sensitive.

The following is a list of frequently asked questions regarding the roles and responsibilities of faculty and teaching associates in providing a culturally responsive pedagogy for underrepresented students. Although these questions address the most common of concerns, the issues of interest to many faculty and TA are often situation-specific and as such can be difficult to define. As you are confronted with some of your concerns, keep in mind that the Commitment to Success Program (CSP) and Faculty and TA Development services (FTAD) is the office on campus that assist faculty and TAs in becoming more responsive to all students in the classroom. We hope that you find the following questions to be a quick and useful resource guide, but we encourage you to contact the Commitment to Success Program when you are in doubt about how best to meet the needs of underrepresented students in the classroom.

Question: What is the purpose of CSP?

Answer: CSP was developed to increase the retention and successful completion of academic programs by all students. There is a special emphasis on historically underrepresented students, such as students of color; women; gay, lesbian, and bisexual students; non-traditional age students; and students with disabilities.

Question: How long has CSP been in place?

Answer: After a very successful year long pilot project in 1997, the program was recommended for full funding and implemented in March 1998. It is an integral component of FTAD and is in line with Continuous Quality Improvement, which is one of the top priorities identified by President Kirwin and the University's Diversity Plan. Also, it is rooted in the efforts within the individual academic units and complement and supplement existing broad based retention efforts at Ohio State. There will be ongoing assessment of each unit to ensure they achieve goals they established.

Question: How does CSP work to achieve its goals?

Answer: The CSP coordinator solicits unit participation in CSP by approaching unit heads. Usually, the initial action is the collection of data through classroom climate assessments, faculty self-assessments surveys and/or student online surveys, and student focus group discussions. Subsequent FTAD assistance may include faculty seminars or workshops. The development of an action plan and other appropriate method(s) to aid units in creating an academic learning environment that is inclusive to the diverse needs of students, faculty, TAs and staff is how the goals are achieved.

Question: Who selects the activities and determines how they will be conducted?

Answer: Through consultation between CSP and FTAD staff and the college or department head, and faculty committee members, the unit's needs and goals are determined. Additionally, appropriate activities are selected collaboratively.

Question: What framework does CSP utilize for a needs analysis?

Answer: There is an assessment phase where the CSP team, a group consisting of faculty members and TAs from outside the department, a teaching consultant, and one or more members of the department, will do a climate audit in the department. Next, there is a dialogue phase in which the instructors in the department will be engaged in encountering the information produced by the climate audit. They will, through informal conversations, structured seminars, print, or other means, try to reach a common understanding of the climate and generate ways in which they can work to foster student success. Lastly, based on the dialogue that ensues during the second phase, the CSP team will draw up a long-term action plan for accomplishing its goals.

Question: What happens after the completion of selected activities?

Answer: The unit head or committee will receive a summary of the data collected from the selected activities. The data are presented to all members of the unit in order to allow them to develop a common plan of action and to take ownership for action taken. This allows the unit and its members to develop unit-specific strategies to address their specific issues and concerns.

Question: Does CSP only work with units?

Answer: Within the structure of CSP, the focus is on individual units. There are, however, other diversity services available through FTAD. These include individual consultations, observations, cultural awareness preparation, workshops, and other individualized assistance.

Question: What is the rationale for the approach taken by CSP?

Answer: It is important that systemic efforts be made to achieve equity in the University. Equally important is the process by which goals are to be achieved. When a unit is involved, it usually means that all faculty will be engaged in the process. Faculty will be informed of the collected data so that they may engage in some degree of self-analysis of their teaching practices, biases, and expectations.

Question: Why is the initiative important?

Answer: Historically underrepresented students continue to experience and perceive the University learning environment in ways that are very different from majority culture students (Ladson-Billings 1995; Ginsberg & Wlodkowski, 1995, 2000; Banks, 1997; & Chronicle of Higher Education, 2000). Such different experiences, usually negative, may result in very different outcomes with respect to academic preparation and success. With appropriate instruction, we can increase the likelihood that all students can experience equity in the classroom.

Question: Why do units need to be concerned if there are few or no historically underrepresented students in their programs?

Answer: The absence of diverse students should be a great cause for concern within any unit. Perhaps, helpful questions to pose would include: