Student pedagogical partnerships to advance inclusive teaching during the COVID-19 pandemic
DOI:
https://doi.org/10.15173/ijsap.v6i1.4869Keywords:
students as partners, inclusion, social justice, faculty, pandemicAbstract
The current health crisis brought about by the COVID-19 pandemic not only had a global impact, it also exacerbated the inequalities experienced by students of diverse backgrounds in the United States. Implementing inclusive and anti-racist pedagogical practices has gained a heightened and overdue sense of urgency, especially during the period of emergency remote teaching. At Lafayette College, a small liberal arts college in Pennsylvania, USA, the Inclusive Instructors Academy is a semester-long program aimed at supporting faculty from all disciplines to develop and incorporate inclusive practices that promote equity and belonging in their teaching. A critical aspect of the Inclusive Instructors Academy is its employment of student fellows under the Student-as-Partners model. The student fellows who participated in Fall 2020 and Spring 2021 provided feedback to their faculty partners on inclusive teaching approaches. This case study highlights how student-faculty partnerships can be a highly effective strategy for fostering more socially just learning environments.
Downloads
References
Bayer, A., Rouse, C. E. (2016). Diversity in the Economics Profession: A New Attack on an Old Problem. Journal of Economic Perspectives, Vol. 30 (4), 221–242.
Bayer, A., Wilcox, D.W. (2019). The unequal distribution of economic education: A report on the race, ethnicity, and gender of economics majors at U.S. colleges and universities. The Journal of Economic Education, 50:3, 299-320, DOI: 10.1080/00220485.2019.1618766.
Cook-Sather, A., Addy, T.M., DeVault, A., Litvitskiy, N. (in press). Where are the students in
efforts for inclusive excellence?: Two approaches to positioning students as critical
partners for inclusive pedagogical practices. To Improve the Academy.
Cook-Sather A., Bovill C., Felten P. (2014). Engaging students as partners in learning and teaching: a guide for faculty. San Francisco: Jossey-Bass.
Rainey, K., Dancy, M., Mickelson, R., Stearns, E., Moller, S. 2018. Race and gender differences in how sense of belonging influences decisions to major in STEM. International Journal of STEM Education. Vol. 5 (10). https://doi.org/10.1186/s40594-018-0115-6
Shetterly, M. L. 2018. Hidden Figures. New York, NY: HarperCollins.
Smith, M.K., Jones, H.M., Gilbert, S.L., Wieman, C.E. (2013). The classroom observation protocol for undergraduate STEM (COPUS): A new instrument to characterize STEM classroom practices. CBE Life Sci. Educ. 12, 618-627. doi:10.1187/cbe.13-08-0154
The Healthy Minds Network. 2020. The impact of COVID-19 on student well-being. American College Health Association.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Tracie Marcella Addy, Ethan Berkove, Manuela Borzone, Mike Butler, Fatimata Cham, Annie deSaussure, Annemarie Exarhos, Mark Mancuso, Monica Rizk, Tobias Rossmann, Christopher Ruebeck, Hamna Younas
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).