@article{Addy_Berkove_Borzone_Butler_Cham_deSaussure_Exarhos_Mancuso_Rizk_Rossmann_Ruebeck_Younas_2022, title={Student pedagogical partnerships to advance inclusive teaching during the COVID-19 pandemic}, volume={6}, url={https://mulpress.mcmaster.ca/ijsap/article/view/4869}, DOI={10.15173/ijsap.v6i1.4869}, abstractNote={<p>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.</p> <p> </p>}, number={1}, journal={International Journal for Students as Partners}, author={Addy, Tracie Marcella and Berkove, Ethan and Borzone, Manuela and Butler, Mike and Cham, Fatimata and deSaussure, Annie and Exarhos, Annemarie and Mancuso, Mark and Rizk, Monica and Rossmann, Tobias and Ruebeck, Christopher and Younas, Hamna}, year={2022}, month={May}, pages={81–89} }