Last spring, Camosun College Centre for Excellence in Teaching and Learning (CETL) Book Club participants read Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning.
If you’re anything like me, you spend time wondering how you are coming across to the students in your class. Do I sound competent? Do I look competent? What are they deciding about me as they enter my class for the first time and what impact will those decisions have on their ability to engage in the learning process? Does dressing casually help them relax or tell them I can’t be taken seriously? Is my age – too young or too old – colouring their perceptions before we even begin to work together?
I could share more of these questions but I’m already tiring myself with my own angst.
Thankfully, Picture a Professor explores this challenge, focusing specifically on the experiences of faculty who do not meet the societal expectations of what a professor should be. The authors examine the stereotypes that follow teachers into the classroom; unpack how these biases can impact teachers, students, and the learning process; and offer practical strategies, both at the classroom and institutional level, for disrupting biases and supporting a diverse academy and engaged pedagogy.
According to the text, we often fail to acknowledge that identity matters. We ignore the impact our bodies, and biases about our bodies, have on the teaching and learning process and, as a result, conversations about effective teaching and learning practice are incomplete. The authors point out that “White women, women faculty of colour, faculty with physical disabilities,, non-binary faculty, and all Black, Indigenous, and people of Colour faculty must navigate different intersectional mazes of racial, gender, and other biases about embodied identity on an exhausting daily basis.”
Picture a Professor is divided into four sections with authors telling their stories and offering strategies on managing the first day of class, building trust and rapport with students, increasing equity through anti-racist pedagogies, and the value of teaching with our whole selves.
According to Jassamyn Neuhaus, the book’s editor, while each author writes from their own experience and describe strategies that align with their own context, several principles emerge that can be widely applied. First, the authors consistently engage in ongoing learning and reflection. “They try new things, assess, reflect on what worked and what didn’t, revise, and try again.” Second, the authors don’t “go it alone,” but instead study the existing research to “help them understand their own experiences and to develop teaching strategies.” They “find their people” and engage in conversations about teaching and learning with others in similar situations. And finally, the authors reimagine the role of the professor in the teaching and learning process. They share power in the classroom, create authentic learning experiences, and build strong, supportive classrooms, viewing themselves as part of the learning community they are building.
Picture a Professor led to deep discussions for the Book Club. We shared our own biases about what a professor should be and examined how we fit or didn’t fit those images. We considered our places of privilege and how that influenced our work. We talked about the characteristics we hold and what influence they might have on the perception students have of our abilities. We shared our first-day strategies and talked about what we might change or add for the next semester that would help students get to know us, help them examine and manage their perceptions and expectations, and help to build a more effective learning community. We talked about how bringing more of ourselves to our teaching, through stories and other strategies, could strengthen our relationships with students and their engagement with our courses and with their own learning journey. We considered the vulnerability that many faculty experience because of the biases held by students and colleagues and discussed how we could implement the tools shared in the text to disrupt these biases.
If you are interested in exploring these ideas, Picture a Professor is a wonderfully thought provoking resource.
Additional resources can be found with any of us at CETL and:
Camosun’s LibGuide: Equity, diversity, and inclusion
Camosun’s LibGuide: Dismantling racism & oppression