Overview

This book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into a thematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed. The authors asked the hundreds of instructors whom they surveyed as part of a national study to define what inclusive teaching meant to them and what inclusive teaching approaches they implemented in their courses. The instructors’ voices ring loudly as the authors draw on their responses, building on their experiences and expertise to frame the conversation about what inclusive teachers do. The authors in addition describe their own insights and practices, integrating and discussing current literature relevant to inclusive teaching to ensure a research-supported approach.Inclusive teaching is no longer an option but a vital teaching competency as our classrooms fill with racially diverse, first generation, and low income and working class students who need a sense of belonging and recognition to thrive and contribute to the construction of knowledge.The book unfolds as an informal journey that allows the reader to see into other teachers’ practices. With questions for reflection embedded throughout the book, the authors provide the reader with an inviting and thoughtful guide to develop their own inclusive teaching practices. By utilizing the concepts and principles in this book readers will be able to take steps to transform their courses into spaces that are equitable and welcoming, and adopt practical strategies to address the various inclusion issues that can arise.The book will also appeal to educational developers and staff who support instructors in their inclusive teaching efforts. It should find a place in reflective workshops, book clubs and learning communities exploring this important topic.

Full Product Details

Author:   Tracie Marcella Addy ,  Derek Dube ,  Khadijah A. Mitchell ,  Mallory SoRelle
Publisher:   Taylor & Francis Inc
Imprint:   Stylus Publishing
Weight:   0.303kg
ISBN:  

9781642671933

ISBN 10:   1642671932
Pages:   240
Publication Date:   13 May 2021
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreword—Buffie Longmire-Avital and Peter FeltenPreface AcknowledgmentsPart One. Evidence Supporting Inclusion and Major Principles 1. The What and Why of Inclusive Teaching 2. What Do They Know About Being Inclusive? Part Two. The Practice of Inclusive Teaching 3. How Do They Design an Inclusive Course? 4. How Do They Make Students Feel Welcome? 5. How Do They Conduct Class Inclusively? Part Three. Developing and Sustaining a Culture of Inclusive Teaching 6. Using a Tool to Support Inclusive Teaching 7. Concluding Thoughts Epilogue. Developing and Sustaining a Culture of Inclusive Teaching Appendix A. Study Methodology Appendix B. List of Reflection Questions Appendix C. Welcome Statement Example Appendix D. Syllabus Quiz Example Appendix E. Stereotype Content Model-Driven Reestablishment of a Welcoming Classroom Worksheet About the Authors References Index

Reviews

The authors have created an essential resource for college instructors by bridging the gap between theory and practice. Their practical, adaptable guidance is informed by a national faculty survey and integrated with evidence from the educational literature. The book addresses why inclusive teaching matters and goes beyond classroom practices to consider inclusive institutional culture. Instructors and administrators at all types of institutions will benefit from this timely approach to a critical topic. --Jennifer Frederick, PhD, Executive Director of the Poorvu Center for Teaching and Learning, Yale University This book is a timely and extraordinarily comprehensive resource for supporting instructors who wish to engage with inclusive teaching. Every facet of what makes teaching inclusive is unpacked and brought to life with quotes and examples from real instructors across different disciplines and institutional contexts, and the reflection questions embedded within each section create a natural way for instructors to engage more deeply with the text and think about applications in their own teaching. No stone is left unturned in connecting the practices shared and the research on why and how those practices support inclusion, making this a most valuable resource for instructors at any stage in their teaching careers. --Catherine Ross, PhD, Executive Director, Center for Teaching and Learning, Columbia University This book is an invaluable resource for anyone aiming to engage in the 'ongoing process' of what inclusive instructors do. The range of faculty voices that appear throughout the book provide inspiration and confirmation - this is something faculty do across the disciplines and in many teaching contexts. The concrete advice and reflective questions have helped us - and, we are confident, will help you - to be more inclusive and intentional in teaching. We take four core lessons from this book. What do inclusive instructors do? They take responsibility for making their teaching and their curriculum inclusive. They continue to learn about both their students and teaching. They care about and for each and every student they teach. They change their teaching based on evidence about the practices that support and challenge all students to thrive. Those may seem simple, but the work of inclusive instructors is seldom easy. Take a deep breath. It's time to get to work. --Buffie Longmire-Avital and Peter Felten, Elon University

Author Information

Tracie Marcella Addy is Associate Dean of Teaching and Learning at Lafayette College. Dr. Addy directs the Center for the Integration of Teaching, Learning, and Scholarship and serves in other leadership capacities. She enjoys working with instructors across all divisions and ranks to develop and administer programming related to the teacher-scholar model, from classroom teaching to the scholarship of teaching and learning. She has experience teaching at a diverse array of institution types. In addition to her leadership roles she performs scholarship on learner-centered practices including active learning and inclusive teaching. Dr. Addy also publishes educational materials and serves as an associate editor for various journals. Derek Dube is Associate Professor of Biology at the University of Saint Joseph (CT). As a faculty member in the Department of Biology, who has taught both in-person and online in undergraduate and graduate settings, to both Biology majors and non-majors alike, Dr. Dube has had the opportunity to work with students from broad demographic, socioeconomic, and educational backgrounds in the classroom, as research mentees, and in his role as Director for the Center for Student Research and Creative Activity. In addition to his research in the field of biology, Dr. Dube spends significant time developing and publishing educational materials and research studies around best-practices in teaching. Khadijah A. Mitchell is Assistant Professor of Biology and Peter C.S. d'Aubermont, M.D. Scholar of Health and Life Sciences at Lafayette College. As a teacher scholar, Dr. Mitchell advocates for education and health equity. She has taught undergraduate and graduate STEM and public health courses at a range of institutions, from selective liberal arts colleges to doctoral research universities. She integrates research findings from her laboratory into each class, and take ideas generated in the classroom back to the laboratory.

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