August 19, 2020

Multiply-marginalized and underrepresented students' perceptions of instruction at USU

Room: WIDT 007


Abstract

As we reimagine a more inclusive academy, we must center the voices and knowledges of those most marginalized and excluded by the contours of the current system. This need to center the margins is particularly important in the wake of COVID-19, which has had greater negative impacts on underrepresented students and communities. In fall 2021, author 1 collaborated with the ETE, the Inclusion Center, and Aggies First Scholars to pilot and implement a survey for multiply-marginalized and underrepresented (MMU) students at Utah State University gauging their perceptions of the strengths and weaknesses of instruction at the institution. In this presentation, author 1 will present the exigence for this research, summarize the results of the survey, and provide concrete suggestions for faculty development and course design that can better meet the specific needs of MMU students at USU.

*Participants will learn lessons from MMU students at USU about the quality of instruction they receive, including perceptions about the strengths and weaknesses of that instruction
*Participants will learn how to reimagine your course content and design in a way that better serves MMU students at USU.


Lisa GabbertSam Clem

PhD Candidate

Sam Clem (she/they) is a PhD candidate in Technical Communication and Rhetoric at Utah State University. With cultural and linguistic ties to both the United States and Chile, her professional interests focus on the intersections of language, identity, and localized knowledge-making, particularly as they relate to the practice of editing. They have eight years of experience in higher education, where their teaching, research, and service have sought to actively challenge oppressive practices in the academy and center alternative voices and ways of knowing.