Diversity by design: Broadening participation through inclusive teaching
Diversity by design: Broadening participation through inclusive teaching
复制标题
设计多样性：通过包容性教学扩大参与
DOI：
10.1002/cc.20525
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Shannon M. Othus‐Gault
中科院分区：
文献类型：
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作者：
Andrea E. Goering;Cheryl E. Resnick;Kristie Bradford;Shannon M. Othus‐Gault
虽然社区学院越来越多样化，但学生在人口统计学上的结果并不一定是公平的，给定班级中学生人口统计学的代表性也不总是反映更大机构学生人口的多样性。为了实现大学既定的多样性和公平目标，我们必须通过包容性的教学实践扩大课堂参与。本章分享了四个社区大学教师在STEM谁实施了包容性教学和扩大参与战略的变化代理人的故事。具体而言，作者讨论了如何建立归属感，支持课堂对话的多样性，将不同的观点纳入课程，并扩大参与和所有学生的成功。最后，作者建议教师个人、教师实践社区、机构和周边社区采取行动，以刺激文化变革并通过包容性帮助实现多样性和公平。
Although community colleges are increasingly diverse, student outcomes across demographics are not necessarily equitable, nor does the representation of student demographics in a given class always reflect the diversity of the greater institutional student population. To achieve colleges’ stated diversity and equity goals, we must broaden participation in our classrooms through inclusive teaching practices. This chapter shares the stories of four community college faculty change agents in STEM who have implemented inclusive teaching and broadening participation strategies. Specifically, the authors discuss how to build a sense of belonging, support classroom conversations on diversity, incorporate diverse perspectives into curricula, and broaden the participation and success of all students. Finally, the authors recommend actions for individual faculty, faculty communities of practice, institutions, and surrounding communities to spur culture change and help achieve diversity and equity through inclusion.