HomePublicationsOpen Access SeriesInclusive Pedagogy in Practice IntroductionDownload Chapter Book MenuInclusive Pedagogy in Practice SectionsPart 1Part 2ChaptersIntroductionChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6ConclusionBook Resources Contributors Download BookOpen access PDFdoi.org/10.36284/celelon.oa9ISBN: 978-1-951414-17-7Coming Soon2.5 MBMetrics: 623 views | 125 downloadsISBN: 978-1-951414-16-0 Amelia Koford, Corinne Castro, Christopher BollingerIn this introduction to Inclusive Pedagogy in Practice: Perspectives from Equity-Minded College Educators, the three co-editors discuss their history of their collaboration. The co-editors were part of the inaugural Center for Teaching and Learning at Texas Lutheran University, a small, diverse regional university. As they developed workshops for faculty and staff seeking to support students from traditionally marginalized groups, they noticed that instructors made inclusive teaching their own in idiosyncratic ways. The co-editors solicited chapters for this collection by individual invitation, seeking to invite readers into the richly described contexts of instructors’ classrooms. They identify three characteristics that emerged organically during their time cultivating a community of equity-minded educators: a willingness to be vulnerable, an expectation of continuous change, and a recognition of idiosyncrasy and context. Chapter DOI: https://doi.org/10.36284/celelon.oa9.0 Discussion Questions Investigate the student, staff, and faculty demographics of your institution, using the institution’s website or (for US-based institutions) US Department of Education College Scorecard. Does anything surprise you? What types of diversity have you noticed at your institution? Can you look up or estimate what percentage of your students are first-generation? Pell Grant eligible (for US-based institutions)? Veterans? LGBTQ+? Students with disabilities? Do you know which offices on your campus can provide further resources for those students, so that you can make effective referrals when needed? Investigate the retention and graduation rates by gender and race/ethnicity at your institution, using the institution’s website or (for US-based institutions) the National Center for Education Statistics IPEDS Data Center. Does anything surprise you? In this chapter, Amelia, Corinne, and Chris discuss how they developed a trusting collegial relationship. Who are the people in your community with whom you can discuss inclusive pedagogy? How can you cultivate trusting collegial relationships, and what institutional or organizational structures would help you do that? Who would you identify as members of your community of practice working on inclusive pedagogy? Who might you invite to be a part of your community? What might be your next step in cultivating a community of practice working on inclusive pedagogy? Share:
