Bozeman, Leslie

Ricke, Audrey

Scherzinger, Lamia

Wadsworth, Frank

Zheng, Lin

IUPUIScholarWorks

Developing an Inclusive EnvironmentRelationship and cohort building through icebreakers and interactive activitiesPresenters:Leslie Bozeman, IUPUI, Office of International AffairsAudrey Ricke, IUPUI, School of the Liberal ArtsLamia Scherzinger, IUPUI,  School of Health and Human Sciences Frank Wadsworth, IUPUC, Department of BusinessLin Zheng, IUPUI, Kelley School of BusinessObjectivesDescribe strategies for helping class/group members learn about one another at three different levels of vulnerability/risk:  low, medium, and highState basic instructions for facilitating the strategies in a class or other group context – in-person and onlineIntroductions1. Speakers/attendees2. Name3. Subject area4. School or unit5. Answer question in chatPresenters are members of the Virtual Exchange Community of PracticeMore on the VECoP at the end of the session. Leslie Lin Audrey Lamia FrankWhat can we achieve through breakers and interactive activities?1. Help students get to know each other2. Can be used strategically throughout the semester3. Build trust and relationships between students4. Develop a cohort, rather than just individual students in seats or on or behind screen5. Collectively determine class norms and expectations6. Concepts of low, medium, and high risk When to use low risk1. Low vulnerability – low risk to student – not revealing too much 2. First day of interactions3. First day of a module/To introduce a concept4. First in a progression within an activity – low, medium, and high  When to use medium risk1. A bit more vulnerable for some -Revealing a bit more about self or thoughts2. 2nd session/After a few sessions3. In a progression during a class activity4. Earlier on in a context where students know each otherWhen to use high risk 1. Much more vulnerable -Revealing something that could be controversial or considered personal2. After a few class sessions – once students feel more comfortable3. Earlier on with appropriate guidance and preparation Low Risk Activity:Pose a common question1. Choose something easyAnyone should be able to answerNon-controversialCan be answered quickly2. Can be related to class topic/Does not have to be3. Example: “What’s your favorite food?”Why this activity?Classic icebreaker Relaxes students in a new environmentQuestion all can answer Doesn’t require a ton of timeReveals commonalities and differencesHow it helps to facilitate inclusion…Favorite foods are influenced by our culturesAllows sharing about characteristics represented in the classCulturalGeographicalBehavioralIncludes all perspectivesConnects class membersSimilar questions can do the sameFacilitation-In-person and online Be sure, as an instructor, to share yours so they know you are engaged.1Don’t give any restrictions-All answers welcome (within reason, of course). 2Ask questions or make positive comments and encourage the students to do the same3Facilitation-Online • Ask students to put responses in chat immediatelySynchronous • Use the “chatter fall” strategy – ask students to type their response in the chat, but DO NOT press send until the instructor/facilitator says “Go”Synchronous • Use a collaborative tool to collect responses like “Padlet”AsynchronousMedium Risk Activity:Using imagesExample 1: Cultural Mosaic1. Encourage students to think about their own cultural identity2. Give them an opportunity to learn about cultural identities represented in the class3. Create a photo collage that represents cultural characteristics of all class membersWhy this activity? Expand understanding ofcultural identity How it helps to facilitate inclusion…Allows each class member to 1. Communicate something about themselves and to be seen/acknowledge by the entire class. 2. Give students an opportunity to practice these components of Intercultural praxis:• Interest in learning, growing, and understanding others• Willingness to suspend judgement Facilitation-In-person and online Prepare students by conveying the following:1. Everyone has different cultural group identities that influence different facets of our lives. 2. Think about the groups that you belong to that share common behaviors, beliefs, or knowledge that differ from others, e.g. Colts fans, Hoosiers, Midwestern identity, etc. 3. Select one of these cultural groups that are important to you and that you feel comfortable sharing with the class.Facilitation-In-personAsk students to:1. Bring something (i.e. an image or item) to class that represents a cultural group that they are a member of and feel comfortable sharing with the class.  Alternate option: Use Mersive Soltice(image-sharing software available in some classrooms) or collaborative document in a cloud platform like Google or Microsoft.2. Introduce self with name, a brief description of what the image represents, and how it ties to their cultural identity.Facilitation-Online Instruct students to:1. Share an image in Google Jamboard that represents a cultural group that they are a member of and feel comfortable sharing with the class.2. Post in Google Jamboard the image plus a sticky note next to the image with their name, a brief description of what the image represents, and how it ties to their cultural identity.Facilitation-Additional Tips1. Discuss with students strategies for responding to peers in an appropriate wayWords but also body language matters2. Explain concept of cultural relativism“understanding a group’s beliefs and practices within their own cultural context while suspending judgment.” (Guest 2020) 3. Keep in the “learner zone”Foster respectful curiosity; pause and reflect -approach the interaction as an opportunity to learn about each other and different cultural practices4. Avoid microaggressions Medium Risk Activity:Example 2:  Cultural Geography• Encourage students to think about their own cultural geography• Give them an opportunity to learn about the cultures represented in the class• Share a photo that represents cultural characteristics.How it helps facilitate inclusion… Class members communicate something about themselves seen/acknowledged by the entire class. Students share something personal about themselves. Facilitation –In-person and Online Submit a picture of a cultural object that they are a member of and feel comfortable sharing with the class.Students introduce themselves and share something about the cultural object in their picture. Facilitation –Online In Facebook or LinkedIn private group sites, submit a photo or video of a cultural object that they are a member of and feel comfortable sharing with the class.Students introduce themselves and share something about the cultural object they shared.High Risk Activity–Human Barometer*Not an icebreakerUse a scale, groupings, or a continuum to express a stance on an issueThis activity can be used to share opinions on controversial topics. Also for low-risk for less controversial topicsWhy this activity? Helps students share their opinions and hear the opinions of othersUseful to discuss an issue about which students have a wide range of opinions. Because a barometer activity gets many perspectives out on the table, it can be an effective pre-writing exercise before an essay assignment.How it helps to facilitate inclusion…Incorporate/Demonstrate multiple perspectivesHelps students identify others who think like them so they don’t feel isolatedGives students an opportunity to be heardBreak silosTeaches students how to react and respond to differing opinionsFacilitation-In-person Set up room1.Paper/sign, marker, tape2.Self/student worker/students3.Determine if students will line up for a continuum or use 4 corners of the room Explain instructions well1.Purpose2.Handouts3.Physical movementFacilitation-In-person Instructions:1.Identify a space in the classroom where students can stand in a line or a U-shape2.Set expectations for reacting appropriately to others’ opinions3.Read statements aloud one at a time4.Ask students to form an opinion about the statement/promptFacilitation-In-person Instructions:5.To indicate their opinion, tell students to form a line or a “U” or go to a specific corner of the room 6.One side of room is SA, the other is SD for the continuum or SA, A, D, SD for the corners of the room7.Students then explain their opinion8.Debrief the activity with the classExample statements1. Morning classes are the best for me.2. All accounting graduates must take the CPA Exam.3. Carrier Global should move Indianapolis operation to Mexico.Facilitation-OnlineDetermine a scale that makes sense for the issue and statementsEx:1 “not important”-10 “very important” Or 1= “Strongly disagree”, 5=strongly agree”, etc. Show students how to rename themselves in Zoom windowRead a set of statementsrelevant to your course topicInstructors you will…Facilitation-OnlineTellTell students to form an opinion and align it with a # on the scaleIndicateThen, indicate their opinion by changing their name to first name and the # PromptPrompt them to look at classmates’ Zoom windows or “click participants”  DebriefDebrief-reflect on responses,etc. Students explain their opinions. ExplainExample statements:Honesty is always the best policy. –Saving faceI prefer when people say what they mean and mean what they say – Indirect communication It’s my responsibility to take care of my parents when they are older. -CollectivismIt’s OK to socialize with your boss or your professor – Low power distanceIf I won a plane ticket and $5000 to take a trip to an unknown destination, I would go –Low uncertainty avoidance• One step in facilitating inclusion • General idea is to facilitate meaningful interaction • Low-risk communication to higher risk communication• Activities can be adapted to context• Can be done in-person and online• There are people who can help you. Some helpful links:Padlethttps://padlet.com/Google Jamboardhttps://edu.google.com/intl/ALL_us/products/jamboard/Human Barometerhttps://www.facinghistory.org/resource-library/teaching-strategies/barometer-taking-stand-controversial-issuesSolticehttps://kb.iu.edu/d/amslVECoP:Virtual Exchange Community of PracticeBy and for faculty and staff Primarily IUPUI and IUPUCSponsored by OIA and IELOffering:1. Support2. Collaboration3. FundingAccomplishmentsFirst-year (AY 2020-21)• 6 community members• 300+ IUPUI students• 7 countries/regions• 2 weeks to 8 weeksVECoPInterested in joining, contact:Lin ZhengLZ36@iupui.eduKelley School of BusinessRob Elliottelliott@iupui.eduSchool of Engineering and Technology

Developing an Inclusive Environment: Relationship and cohort building through icebreakers and interactive activities

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Developing an Inclusive Environment: Relationship and cohort building through icebreakers and interactive activities

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