About the Retreat
Students at the Center: Strengths-Based Approaches to Teaching and Learning
September 5th and 6th, 2024
Williman Room and Patio (Benson)
Purpose
At our retreat this year, we’ll gather to learn about, discuss, and apply strengths-based approaches to teaching and learning. We’ll explore how anti-deficit thinking can help us deepen our inclusive teaching practices. A keynote presentation, a panel of campus partners, and a variety of reflection and application activities will engage us in this topic on the first day of the retreat. The second day of the retreat will focus on community-building, with crafting and a teaching-related show-and-tell.
Learning outcomes
- Define asset- and deficit-based approaches in education and libraries
- Connect strengths-based approaches to your own inclusive teaching practices and experiences
- Deepen your understanding of SCU students as “whole persons,” in line with Santa Clara’s educational mission
- Develop an individual plan for applying retreat learning
- Engage in peer teaching and learning
Quick Resources
-
A guide to dismantling deficit thinking(Heinbach, Mitola, & Rinto, 2021)
Schedule
Thursday
Schedule
8:00-8:45 Arrival and continental breakfast
8:45-9:15 Welcome and icebreaker
9:15-9:30 Break
9:30-10:30 Keynote speakers (Zoom link)
Keynote speakers are the authors of Dismantling Deficit Thinking in Academic Libraries: Theory, Reflection, and Action (2021)
- Chelsea Heinbach, Teaching & Learning Librarian, UNLV
- Rosan Mitola, Head of Educational Initiatives, UNLV
- Erin Rinto, Learning and Research Librarian, UC
10:30-10:45 Break
10:45-11:45 Reflection and discussion activities
11:45-1:10 Lunch (provided by Boudin Bakery)
1:10-2:15 Campus partner panel (questions handout)
Panelists:
- Mitchell Gale, Cowell Center
- Veronica Villa, LEAD Scholars Program
- James Marik, Office of Accessible Education
- Natasha Zubair, Residence Life
- Matthew Duncan, Office of Student Life
2:15-2:25 Break
2:25-3:00 Reflection and discussion activities
3:00-3:45 Choose your own adventure
- Attend the Staff Fair (Locatelli and Kerr Alumni Park)
- Legos
- Coloring
3:45-4:15 Wrap-up
4:15-5:30 Happy hour
Friday
Schedule
8:00-8:45 Arrival and continental breakfast
8:45-9:55 Teaching show-and-tell
- Anna Yang
- Monica Keane
9:55-10:05 Break
10:05-10:50 Community scrapbooking craft activity
Make a page for yourself for our community scrapbook. You have two choices of prompts:
- What are your strengths? This could be as a teacher or as a person, in general.
- Create a mood board or vision board for the coming year
In your design, please write a note or a letter to yourself in a year with some of the things you want to take away from the retreat, or things you want to have tried this year, or another message your future self might need. This scrapbook will be a time capsule we can revisit after the coming academic year is over. No one else will read what you've written to yourself.
10:50-11:00 Break
11:00-12:00 Teaching show-and-tell
- Leanna Goodwater
- Christine Welter
- Dominique Dozier
12:00-12:15 Wrap-up
Keynote
Keynote resources
- Keynote slides (Google Slides version)
- Keynote slides (PDF version)
- Prework Padlet reflection (complete by 8/30)
- A Guide to Dismantling Deficit Thinking (Heinbach, Mitola, & Rinto)
-
Dismantling Deficit Thinking in Academic Libraries
by
Publication Date: 2021Students come to universities with identities, knowledge, and lived experiences that contribute to their success. They offer unique viewpoints and enrich the spaces they inhabit through their differences. However, educators often default to deficit thinking, an unintentionally harmful mindset that aims to support students by attempting to "fix" their perceived shortcomings. Dismantling Deficit Thinking in Academic Libraries weaves theory, practice, and reflection to introduce deficit thinking and provide alternative strategies and educational principles that have the power to transform our work with students. In this book, readers will explore the history of deficit thinking in higher education and how it has negatively impacted student learning, particularly for marginalized students. A discussion of pedagogical models that recognize students' prior knowledge and experiences, such as funds of knowledge, culturally relevant pedagogy, and open pedagogy, culminates in a series of principles for anti-deficit teaching. This is followed by an exploration of practical application of these principles in various academic library environments. Additionally, between sections or weaved within them, we have included reflections from critical information literacy educators who are actively engaged in anti-deficit education. Complementing each section of the book are reflective exercises that encourage readers to consider how their own experiences, privileges, and perspectives influence their positionality. This reflective work will unearth internalized deficit thinking and inspire ideas for applying alternative pedagogical models. Dismantling Deficit Thinking in Academic Libraries serves as a guide for librarians interested in the challenging but crucial work of reconceptualizing the academic library to honor the knowledge, experiences, and strengths students bring to the university community.
Speaker bios
- Chelsea Heinbach, Teaching & Learning Librarian, UNLV
Chelsea Heinbach is a Teaching and Learning Librarian at UNLV Libraries where she leads their partnership with the English Composition program. Chelsea is also a co-founder of the Librarian Parlor (@LibParlor), and is currently serving as PI of the IMLS grant LibParlor Online Learning: An Open and Interactive Curriculum for LIS researchers. Her research interests include the affective nature of research, anti-deficit approaches to students, and the intersection between civic engagement and information literacy education. - Rosan Mitola, Head of Educational Initiatives, UNLV
Rosan Mitola is the Head of Educational Initiatives at UNLV Libraries where she provides leadership for the Libraries’ educational role on campus, including integrating information literacy learning outcomes into the curriculum, faculty development efforts, and assessment of student learning. Rosan has published and presented on the topics of liberatory pedagogies to improve student learning experiences, peer-assisted learning in academic libraries, co-curricular programming and assessment, and student employment as a high-impact practice. - Erin Rinto, Learning and Research Librarian, UC
Erin Rinto is the Learning and Research Librarian at the University of Cincinnati, where she serves the English Composition program, the Psychology department, and the Philosophy department. She received an MLS and an MA in History from Indiana University Bloomington and a BA in History from Wittenberg University. Her primary research interests include information literacy instruction and assessment in first year writing courses, critical pedagogy, and the integration of high impact practices into library services.
Teaching Show-and-Tell Prompt
This is your time to shine!
Should you choose to participate, please share with the group something related to teaching and learning, whether or not it is related to this year’s theme.
Ideas might include:
- A lesson or activity you tried this year
- An instruction-related topic you’re currently learning more about
- Something you want to incorporate into your teaching practice in the coming year
- An instructional tool or technology you’ve piloted
- Takeaways from scholarship or service related to teaching and learning
- Inclusive teaching practices in action
- Something related to instruction that you learned at a conference or other recent professional development activity
We encourage you to participate in this opportunity to build community with colleagues!
Presentation length is flexible. Once you’ve RSVP’d for the retreat and indicated your interest in presenting, Rachel will work with presenters to coordinate the schedule.