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Full-Text Articles in Education
What Really Matters For Instructors Implementing Equitable And Inclusive Teaching Approaches, Tracie Marcella Addy, Philip M. Reeves, Derek Dube, Khadijah A. Mitchell
What Really Matters For Instructors Implementing Equitable And Inclusive Teaching Approaches, Tracie Marcella Addy, Philip M. Reeves, Derek Dube, Khadijah A. Mitchell
To Improve the Academy: A Journal of Educational Development
Supporting instructor implementation of equitable and inclusive teaching approaches is a critical area of focus in educational development. However, there is limited empirical evidence on factors that either support or hinder instructors’ implementation of inclusive teaching. The results of this national survey study reveal several predictors of instructors’ utilization of inclusive teaching approaches and reported obstacles faced. For this sample, knowledge of inclusive teaching was a statistically significant predictor of implementation, as was being from a non-STEM discipline. Responses highlighted promising approaches, several of which can inform the efforts of educational developers.
Where Are The Students In Efforts For Inclusive Excellence? Two Approaches To Positioning Students As Critical Partners For Inclusive Pedagogical Practices, Alison Cook-Sather, Tracie Marcella Addy, Anna Devault, Nicole Livitskiy
Where Are The Students In Efforts For Inclusive Excellence? Two Approaches To Positioning Students As Critical Partners For Inclusive Pedagogical Practices, Alison Cook-Sather, Tracie Marcella Addy, Anna Devault, Nicole Livitskiy
To Improve the Academy: A Journal of Educational Development
Most educational development for inclusive excellence does not draw directly on the experiences and perspectives of students. This article presents two different approaches to positioning undergraduate students as critical partners in developing inclusive pedagogical practices. Co-authored by the directors of and student partners who participated in each approach, the article defines inclusive excellence and inclusive teaching and provides selected examples of partnership work that strives for equity and inclusion. It then describes our different approaches, discusses potential benefits of launching student-faculty partnership work through these approaches, and offers recommendations for developing pedagogical partnership efforts for inclusive excellence at other institutions.
Equity-Minded Faculty Development, Aeron Haynie
Equity-Minded Faculty Development, Aeron Haynie
To Improve the Academy: A Journal of Educational Development
A governing principle of equity-minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first-generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student’s individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths- based practices we promote.