PANEL & ROUNDTABLE: Creating Community: Strategies for Equity and Inclusion in the Classroom (90 mins)

Authors

  • Millie Rivera George Mason University
  • Creston Lynch George Mason University
  • Lauren Cattaneo George Mason University

DOI:

https://doi.org/10.13021/itlcp.2020.2843

Abstract

A large body of research on inclusive pedagogies shows that learning outcomes for students are improved when all students feel visible, valued, safe, and welcomed in the classroom. As a minority majority institution, Mason has a very diverse student body--race, ethnicity, gender identity, sexuality, age, religion, ability status, veteran status, first generation, non-native speakers, immigration status, etc. However, Mason faculty is not as diverse. In this session we will discuss inclusive values and strategies that you can use to support your students' learning.

Author Biographies

Millie Rivera, George Mason University

Dr. Milagros (Millie) Rivera is an accomplished and results-driven academic with exceptional teaching and facilitating skills and proven experience developing educational/training programs.

She has an extensive international network and experience working with and managing culturally diverse teams, supervising and mentoring young academics as well as undergraduate and graduate students. She also has experience supporting and mentoring cultural students’ groups.

Dr. Rivera is currently the Director of Faculty Diversity, Inclusion and Well-Being at George Mason University, where she creates and participates in collaborative and interdisciplinary alliances around diversity, inclusion, and well-being initiatives; develops and assesses new strategies and structures for recruitment and retention of diverse faculty; develops and shares resources to improve campus climate for existing faculty, including faculty from underrepresented groups; cultivates mentoring, growth opportunities, and well-being initiatives that sustain Mason’s goals of retaining a diverse faculty; and creates, implements, and assesses—in collaboration with campus stakeholders—new initiatives regarding inclusion, equity, and well-being.

She also works with the Office of the Provost and other stakeholders to identify and address barriers for women and underrepresented faculty.

Lauren Cattaneo, George Mason University

****TEA 2017 Winner****

Dr. Cattaneo earned her doctorate in Clinical/Community Psychology from the University of Maryland (College Park) in 2001, and joined the faculty of the Clinical Psychology Program at George Mason University in 2003. Dr. Cattaneo applies a community psychology orientation to her work, centering on the ways psychology can facilitate and fuel efforts to address social problems, and create a more just society. Community psychology highlights the multiple layers of context influencing individuals and groups, and prioritizes partnership with community members and organizations in research, teaching and advocacy. Broadly, in her Lab for Community REACH (Resilience, Empowerment, Action, Change), Dr. Cattaneo and her students are interested in the wellbeing of marginalized populations, exploring and reimagining the role of institutions in societal arragements, and in catalyzing critical civic awareness and engagement. Within the area of intimate partner violence, Dr. Cattaneo’s research has focused on the key constructs of empowerment and survivor-centered practice to explore the best ways to assist survivors. Dr. Cattaneo has won awards for excellence in teaching and mentorship from George Mason University and from the Society for the Psychological Study of Social Issues.

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Published

2020-07-31

Issue

Vol. 12 (2020): Teaching Towards the Future

Section

WEDNESDAY 1:00pm-2:30pm