7 into 15

Developed from academic research and informed by specific lived experiences, 7 into 15 highlights challenges and inequities that differently affect individuals in higher education. Marked by alternating moments of humor and poignance, the energetic collection of sketches focuses on issues regarding social identity, role clarity, institutional climate, and academic belonging. Through facilitated conversation, audiences are prompted to consider the ways in which they can more meaningfully contribute to an equitable and inclusive learning environment for students, peers, and colleagues. This session is appropriate for faculty, graduate student instructors, and academic leaders. 

The typical session length is 120 minutes.

 **The theatrical portion of this session includes descriptions of challenges students encounter in higher ed related to race, gender, sexuality, mental health, socioeconomic status, and international student status.

In this session, participants will:

  • Increase their capacity for teaching and interacting in inclusive ways by:
    • Identifying behaviors that negatively affect classroom and institutional climate.
    • Considering inclusive teaching principles that can create more positive learning experiences and outcomes for students.
    • Brainstorming specific strategies they can implement in their particular teaching contexts that can aid them in cultivating an inclusive, equitable learning environment.

Notes on performance: The session is modular and can be tailored to fit a variety of specific learning goals by choosing from the following vignettes.

Vignette Descriptions:

  • "Ass Out of You and Me"
    • Three students describe specific moments where their instructors made an assumption about their capability as a learner based on an aspect of their identity.
  • "Don't!"
    • A group of instructors list off policy after contradictory policy about academic integrity until their students are buried under a big pile of don't. The problem is they don't understand why they can't or shouldn't.
  • "Every Time a Bell Rings"
    • A graduate student instructor gamely attempts the task of managing all of their students' requests, demands, and needs at once. It's a no-win situation.
  • "Imposter, Fraud, Fake, Charlatan, Phony, Sham, Me"
    • Four graduate student instructors publicly maintain a positive outlook about their teaching while secretly revealing their insecurities during a grading session.
  • "In Between"
    • When a class discussion turns to race, white students look to a student of color for the answers. The spotlighted student elaborates on the problematic position this puts them in.
  • "Missed Connections"
    • A graduate student instructor reflects on the challenges and joys of facilitating student learning.
  • "Pedagogical Conundrums"
    • An instructor fails to motivate students after a poor exam performance: an unsolvable mystery or ineffective teaching choices? The world may never know.
  • "The Phenomenology of Academic Time"
    • Even as they attempt to achieve work/life balance, an instructor's responsibilities pile up.
  • "Pop Quiz: Who Are Our Students?"
    • An instructor wants to know who their students will be. Does the institutional data have the answers?
  • "Practice Teaching: Who Do You Think You Are?"
    • An instructor experiments with their approach to classroom teaching by trying out different personas. In each iteration, they imagine their students' reactions, and struggle to come off as engaging instead of irritating.
  • "Request a Service"
    • Teaching and learning support is just a click/phone call away...
  • "Silent Jazz"
    • An international student describes their personal experience with expected norms for classroom participation in the U.S.
  • "Smile"
    • As negative incidents on campus accrue, students with different social identities speak out about the impossibility of maintaining a smile.
  • "Trickle Down, or Don't Make Me Kick a Dog"
    • Inflatable animals pay the price when instructors assume their students aren't pulling their weight, replicating academic hierarchies in the process.
  • "What a To-Do to Decide Today What Technology Should Do--A Thing Distinctly Hard to Say but Harder Still to Do"
    • What role should technology play in the classroom? That's a question easier asked than answered.

What people have said about 7 into 15:

The CRLT Players performance really conveyed the message that our student population is extremely diversified. This made me think a lot more about how to be an inclusive professor, both in class and in research group.

Click here to visit our What the Audience Is Saying page to read more.