Promoting Inclusive Classroom Dynamics in Higher Education (eBook, ePUB)
A Research-Based Pedagogical Guide for Faculty
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This powerful, practical resource helps faculty create aninclusive dynamic in their classrooms, so that all students are set up tosucceed. Grounded in research and theory (including educational psychology,scholarship of teaching and learning, intergroup dialogue, and social justicetheory), this book provides practical solutions to help faculty create aninclusive learning environment in which all students can thrive. Each chapter focuses onpalpable ideas and adaptive strategies to use right away when teaching. Thefirst chapter consider professors' intersecting personal and social identities and...
This powerful, practical resource helps faculty create aninclusive dynamic in their classrooms, so that all students are set up tosucceed. Grounded in research and theory (including educational psychology,scholarship of teaching and learning, intergroup dialogue, and social justicetheory), this book provides practical solutions to help faculty create aninclusive learning environment in which all students can thrive. Each chapter focuses onpalpable ideas and adaptive strategies to use right away when teaching. Thefirst chapter consider professors' intersecting personal and social identities andtheir expectations for themselves and their students. Chapter 2 considersstudents' backgrounds, including class, race, disability, and gender, andfocuses on what students bring to the classroom, exploring their basicpsychological needs of autonomy, competence, and belonging; their approaches tolearning; and their self-doubts and uncertainties. Chapter 3 draws onuniversally-designed learning in combination with educational design rooted insocial justice and multiculturalism to describeways to design spaces in which students flourish academically. Two chaptersfocus on classroom dynamics. Chapter 4 primarily focuses on preparation for having difficultconversations in the classroom, considering how instructors can create a sharedunderstanding between themselves and their students. Chapter 5 focuses on in-the-momentstrategies to both create and manage discomfort about sensitive andcontroversial topics while supporting students of various social identities(such as gender, race, disability). In the closing chapter, the author integratesall the elements in the preceding chapters, and also presents more generalcollege-wide programs to help faculty develop and improve their teaching.
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