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Counterstory Pedagogy: Student Letters of Resilience, Healing, and Resistance

Edited by Adriana Aldana

Counterstory Pedagogy showcases the richness of experiences and self-reflection that result from engaging students in counterstory letter writing. The anthology includes a collection of epistolary essays written by Master of Social Work (MSW) graduate students.  Student letters speak to various social justice issues (e.g., educational inequity, immigration, poverty, racism, etc.) and are organized around three themes: childhood resilience, intergenerational healing, and envisioning resistance.

In addition to student essays, the book’s introduction orients the reader to the origins of student writings and gives a theoretical overview of “counterstory pedagogy.” Rooted in critical race theory (CRT), counterstories/counternarratives challenge dominant ideologies and centers race and racism in the analysis of interactions. It is committed to social justice through transformative responses to oppression and advocates for the leveraging of the experiences through counterstory-telling narratives that bring voice to students of color. The final chapter offers a discussion of implications for higher education, including effective practices for teaching and curriculum design considerations.

Inclusive Pedagogy in Practice: Perspectives from Equity-Minded College Educators

Edited by Amelia Koford, Corinne Castro, and Christopher Bollinger

Inclusive Pedagogy in Practice shares ways to motivate, engage, and evaluate with diversity, equity, and inclusion (DEI) in mind. The current historical moment is both exciting and fraught for equity-minded educators. Across the higher education landscape, in books, at conferences, and in centers for engaged learning, educators are challenging each other to build a more equitable higher education system. This edited book offers diverse narratives of the idiosyncratic ways that instructors make inclusive teaching their own. Teaching is complex and messy. It requires that recognizing and appreciating differences, especially when this makes us uncomfortable. It requires that we collaborate with faculty, staff, and students. It requires that we learn as much as we can about the various inclusive pedagogies and equally as much about our students. It requires us to always be prepared to adapt. Most of all, it requires us to sometimes fail, come back, and work harder. That is to say, it requires us to keep learning. Inclusive Pedagogy in Practice invites readers to join a community engaged in the process of continuous learning, adaptation, and collaboration.

The SoTL Guide: An Introduction to Doing and Understanding the Scholarship of Teaching and Learning

by Nancy Chick, Peter Felten, and Katarina Mårtensson

The SoTL Guide is a practical, accessible, and engaging book that explicitly guides readers through clear steps to develop their own scholarship of teaching and learning (SoTL) project. The book is applicable to readers from across disciplines, nations, career stages, and familiarity with SoTL through clear language, defined terms, uncovered assumptions, and practical, illustrative examples. The authors invite readers to share an expansive and inclusive view of what “doing SoTL” might mean, which they see as beginning before even thinking about a project and extending well after a project is “finished.”

The book is also more than a step-by-step manual for doing SoTL; it will help readers more broadly understand what SoTL is and does, and why. The book explores the important, intermediate aspect of improvement in SoTL: the improvement of oneself as a professional academic teacher, of one’s teaching practices, and most importantly of one’s students’ learning. The authors argue for the important “going public” part of SoTL as an act of good will and generosity—as potential for collective improvement.

TILTed Pedagogy: A Collection of Evidence-Based Assignments to Inspire Learning

Edited by Shannon M. Sipes, Mandy Frake, and Jennifer C. Friberg

This edited volume presents a collection of activities and assignments from a variety of disciplines and institution types that are based in scholarly teaching and formatted using the TILT framework, which has been shown to increase equity and inclusion in student performance through transparent communication of expectations and objectives.