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Addressing Incivility in the Classroom: Effective Strategies for Faculty
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Addressing Incivility in the Classroom: Effective Strategies for Faculty
Addressing Incivility in the Classroom: Effective Strategies for Faculty


When: Tuesday, February 16
From 1:00-2:30 PM ET
Where: Virtual Classroom
United States

Registration Information
Online registration is closed.

Addressing Incivility in the Classroom: effective Strategies for faculty

Facilitator: Chavella Pittman, PhD


Classroom incivility refers to any student behaviors that disrupt the learning environment. They can range from texting in class to outright intimidation or threats. Regardless of the severity of the classroom incivility, research suggests they are on the rise. Unfortunately, faculty may not be prepared to deal with them. This is particularly troubling for marginalized faculty who are more frequently the targets of student incivility.

In this webinar, you will learn about faculty’s experiences with student incivility, especially the experiences of faculty with marginalized identities (e.g. race, gender, sexual orientation). You will also learn about the potential consequences for faculty of unchecked classroom incivilities. Most importantly, this webinar will teach you strategies you can use - both inside and outside of the classroom - to address these problematic student behaviors.

About the Facilitator

Chavella T. Pittman, PhD is Associate Professor of Sociology at Dominican University. She is a faculty development coach who nurtures effective faculty with strategies for efficient course planning, contextualized teaching evaluations, inclusive college classrooms and institutional assessment & change.

Her research interests include social psychology and behavior, interpersonal oppression (e.g. race, gender, sexual orientation), and higher education. Her publications include "Multicultural Education and Social Justice Actions” (Intercultural Education, 2009), "Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students” (Teaching Sociology, 2010), and "Exploring How African American Faculty Cope with Classroom Racial Stressors” (The Journal of Negro Education, 2010).


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