Student pedagogical partnerships to advance inclusive teaching during the COVID-19 pandemic

Authors

  • Tracie Marcella Addy Lafayette College
  • Ethan Berkove Lafayette College
  • Manuela Borzone Centre College
  • Mike Butler Lafayette College
  • Fatimata Cham Lafayette College
  • Annie deSaussure Lafayette College
  • Annemarie Exarhos Lafayette College
  • Mark Mancuso Lafayette College
  • Monica Rizk Lafayette College
  • Tobias Rossmann Lafayette College
  • Christopher Ruebeck Lafayette College
  • Hamna Younas Lafayette College

DOI:

https://doi.org/10.15173/ijsap.v6i1.4869

Keywords:

students as partners, inclusion, social justice, faculty, pandemic

Abstract

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.

 

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References

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Published

2022-05-10

How to Cite

Addy, T. M., Berkove, E., Borzone, M., Butler, M., Cham, F., deSaussure, A., Exarhos, A., Mancuso, M., Rizk, M., Rossmann, T., Ruebeck, C., & Younas, H. (2022). Student pedagogical partnerships to advance inclusive teaching during the COVID-19 pandemic. International Journal for Students as Partners, 6(1), 81–89. https://doi.org/10.15173/ijsap.v6i1.4869

Issue

Vol. 6 No. 1 (2022)

Section

Special Section: Partnership in fostering socially-just pedagogy

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

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