Overview

Enhancing Inclusive Instruction centers the voices of students of diverse backgrounds to explore how instructors can approach equitable, inclusive teaching. Grounded in student perspectives, this book is a powerful call to action for instructors to listen to the voices of their learners, take steps to measure the impact of their approaches, and meaningfully reflect on their efforts. The authors provide practical tools that instructors can use to obtain ongoing feedback on their inclusive teaching efforts, and supply guidance on difficult and emerging topics such as how instructors from diverse backgrounds can navigate inclusive teaching in academe, as well as the implications of generative artificial intelligence on equity and inclusion. Modeling the importance of continuous growth, Enhancing Inclusive Instruction provides the knowledge and skills to further any college instructor’s inclusive teaching journey.

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9781642675719

Table of Contents

Reviews

"“Enhancing Inclusive Instruction adds the essential but often missing element in discussions of inclusive practice: student voices. Drawing on quantitative data that reflects student experiences of their learning and individual student voices that bring those patterns of experience alive, the book also offers a range of useful approaches for assessing practices and specific advice for historically marginalized instructors and their allies. In these multiple ways, the book enacts the inclusivity it encourages.” Alison Cook-Sather, Mary Katharine Woodworth Professor of Education, Bryn Mawr College, USA “By how they teach and assess, faculty disable students when they build barriers into their curriculum, either by intent or by design. This book provides valuable inclusive teaching strategies for faculty who actually want students to learn.” Mary Lee Vance, Axelrod, Grossman and Vance Consulting, USA “Student voices matter. Why, then, does much of the equity work not center them? The authors of this innovative book seek to do just that—center student voices to understand how instructors create, or fail to create, inclusive courses. Reflective questions throughout the book, as well the dedicated second part that provides tools and methods to obtain and use feedback, invite readers to carefully consider their own inclusive teaching practices. Enhancing Inclusive Instruction is an essential resource for anyone who strives to create courses that are equitable and welcoming for all students."" Stephanie M. Foote, Gardner Institute, Vice President for Teaching, Learning, and Evidence-Based Practices; and Stony Brook University, Lecturer, USA “Enhancing Inclusive Instruction provides practical advice about what practices to include and avoid doing in the college classroom. Each piece of advice includes quotes from students. These student voices are so important for understanding the effect instructors can have on their classroom culture.” Michelle Smith, Senior Associate Dean for Undergraduate Education, College of Arts & Sciences, Ann S. Bowers Professor, Department of Ecology and Evolutionary Biology, Cornell University, USA “The authors of Enhancing Inclusive Instruction have created a book that serves both as a compendium of the research literature on inclusive teaching and as a resource for instructors to use for their own teaching and course design. The book goes far beyond a set of 'tips' by providing evidence-based suggestions for different contexts, including the support needed from departments and institutions for instructors to accomplish the goals of inclusive teaching.” Gabriela C. Weaver, Assistant Dean, College of Natural Sciences, Professor of Chemistry, University of Massachusetts, Amherst, USA"

“Enhancing Inclusive Instruction adds the essential but often missing element in discussions of inclusive practice: student voices. Drawing on quantitative data that reflects student experiences of their learning and individual student voices that bring those patterns of experience alive, the book also offers a range of useful approaches for assessing practices and specific advice for historically marginalized instructors and their allies. In these multiple ways, the book enacts the inclusivity it encourages.” Alison Cook-Sather, Mary Katharine Woodworth Professor of Education, Bryn Mawr College, USA “By how they teach and assess, faculty disable students when they build barriers into their curriculum, either by intent or by design. This book provides valuable inclusive teaching strategies for faculty who actually want students to learn.” Mary Lee Vance, Axelrod, Grossman and Vance Consulting, USA “Student voices matter. Why, then, does much of the equity work not center them?” The authors of this innovative book seek to do just that—center student voices to understand how instructors create, or fail to create, inclusive courses. Reflective questions throughout the book, as well the dedicated second part that provides tools and methods to obtain and use feedback, invite readers to carefully consider their own inclusive teaching practices. Enhancing Inclusive Instruction is an essential resource for anyone who strives to create courses that are equitable and welcoming for all students. Stephanie M. Foote, Gardner Institute, Vice President for Teaching, Learning, and Evidence-Based Practices; and Stony Brook University, Lecturer, USA “Enhancing Inclusive Instruction provides practical advice about what practices to include and avoid doing in the college classroom. Each piece of advice includes quotes from students. These student voices are so important for understanding the effect instructors can have on their classroom culture.” Michelle Smith, Senior Associate Dean for Undergraduate Education, College of Arts & Sciences, Ann S. Bowers Professor, Department of Ecology and Evolutionary Biology, Cornell University, USA “The authors of Enhancing Inclusive Instruction have created a book that serves both as a compendium of the research literature on inclusive teaching and as a resource for instructors to use for their own teaching and course design. The book goes far beyond a set of “tips” by providing evidence-based suggestions for different contexts, including the support needed from departments and institutions for instructors to accomplish the goals of inclusive teaching.” Gabriela C. Weaver, Assistant Dean, College of Natural Sciences, Professor of Chemistry, University of Massachusetts, Amherst, USA

Author Information

Tracie Marcella Addy is Associate Dean of Teaching and Learning and Director of the Center for the Integration of Teaching, Learning, and Scholarship at Lafayette College, USA. Derek Dube is Associate Professor of Biology and Director of the First-Year Seminar program at the University of Saint Joseph (CT), USA. Khadijah A. Mitchell is Assistant Professor of Cancer Prevention and Control at Fox Chase Cancer Center within the Temple University Health System, USA. “From the authors of What Inclusive Instructors Do”

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