Full Description
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.
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
