Faculty & Advisor Services

In partnership with college advising teams & academic departments, MCAE provides support to faculty and advisors in their efforts to create more inclusive academic spaces. We assist our campus community to better understand the in-classroom experiences of students of color and to effectively promote learning among increasingly diverse students matriculating into the academy.

MCAE’s Advisor & Faculty Support Offerings

1: Individual Faculty & Advisor Consultations

MCAE serve s as a confidential third party for faculty and staff to discuss and/or process racial or cultural dynamics they experience in the classroom setting or 1:1 student relationships. MCAE staff will work individually with faculty to provide tangible options to assist/support them through these moments.

2: Diversity, Equity, & Inclusion Content & Strategic Planning Review

MCAE staff welcome the opportunity to serve as third party reviewers of strategic DEI  efforts/planning planned by academic departments. In this area, we will support our campus partners spearheading these DEI efforts with critical feedback and  considerations to strengthen these engagements. 

3: Internal Departmental Review & On-going Development

We welcome the opportunity to partner with academic departments to conduct a third-party review of on-going DEI efforts to offer tailors training and development content for academic departments.

Email us at mcae@umn.edu to schedule a conversation.

Centering BIPOC Undergraduate Learners: Who Are You Teaching?

This 3-part series visits existing conversations in higher education regarding the experiences of underrepresented students within predominantly White academic spaces. The content of the series provides research, theoretical, and practical knowledge about the behaviors and learning characteristics of BIPOC students in higher education spaces. 

BIPOC Student Classroom Experiences: Disengaged? Or Tired? 

Friday, September 16 from 2pm–3:30pm

Educators across higher education institutions report the highest levels of so-called “disengaged” students in their classrooms. This session re-frames this characterization by examining generation tren​​ds, the impact of the COVID pandemic, as well as the effect of the social political context in teaching. This session offers educators insight into students’ perspectives and pushes the discussion of disengaged students toward supporting an exhausted generation.

Enroll in section 001 of Centering BIPOC Undergraduate Learners.

Multicultural Student Identity Development

Friday, October 14 from 2pm–3:30pm

Student development in the classroom is often understood in traditional ways that confine student learning in linear static ways. These traditional notions still shape academic experiences today. This session introduces three critical frameworks that expand traditional approaches to student learning and development. Presenters will connect presented theories to curriculum development and instruction.

Enroll in section 002 of Centering BIPOC Undergraduate Learners.

Identity in the Classroom

Friday, December 16 from 2pm–3:30pm

Identity-based conflicts in academic spaces are highlighted as one of the most pervasive negative experiences that BIPOC students face on our campus. Using faculty/instructor reported scenarios, this session offers educators tangible instructional interventions to address, navigate, and support students through these moments. 

Enroll in section 003 of Centering BIPOC Undergraduate Learners.