What Inclusive Instructors Do

Tracie Marcella Addy is Associate Dean of Teaching and Learning at Lafayette College. Dr. Addy directs the Center for the Integration of Teaching, Learning, and Scholarship and serves in other leadership capacities. She enjoys working with instructors across all divisions and ranks to develop and administer programming related to the teacher-scholar model, from classroom teaching to the scholarship of teaching and learning. She has experience teaching at a diverse array of institution types. In addition to her leadership roles she performs scholarship on learner-centered practices including active learning and inclusive teaching. Dr. Addy also publishes educational materials and serves as an associate editor for various journals. Derek Dube is Associate Professor of Biology at the University of Saint Joseph (CT). As a faculty member in the Department of Biology, who has taught both in-person and online in undergraduate and graduate settings, to both Biology majors and non-majors alike, Dr. Dube has had the opportunity to work with students from broad demographic, socioeconomic, and educational backgrounds in the classroom, as research mentees, and in his role as Director for the Center for Student Research and Creative Activity. In addition to his research in the field of biology, Dr. Dube spends significant time developing and publishing educational materials and research studies around best-practices in teaching. Khadijah A. Mitchell is Assistant Professor of Biology and Peter C.S. d'Aubermont, M.D. Scholar of Health and Life Sciences at Lafayette College. As a teacher scholar, Dr. Mitchell advocates for education and health equity. She has taught undergraduate and graduate STEM and public health courses at a range of institutions, from selective liberal arts colleges to doctoral research universities. She integrates research findings from her laboratory into each class, and take ideas generated in the classroom back to the laboratory.

Foreword—Buffie Longmire-Avital and Peter FeltenPreface AcknowledgmentsPart One. Evidence Supporting Inclusion and Major Principles 1. The What and Why of Inclusive Teaching 2. What Do They Know About Being Inclusive? Part Two. The Practice of Inclusive Teaching 3. How Do They Design an Inclusive Course? 4. How Do They Make Students Feel Welcome? 5. How Do They Conduct Class Inclusively? Part Three. Developing and Sustaining a Culture of Inclusive Teaching 6. Using a Tool to Support Inclusive Teaching 7. Concluding Thoughts Epilogue. Developing and Sustaining a Culture of Inclusive Teaching Appendix A. Study Methodology Appendix B. List of Reflection Questions Appendix C. Welcome Statement Example Appendix D. Syllabus Quiz Example Appendix E. Stereotype Content Model-Driven Reestablishment of a Welcoming Classroom Worksheet About the Authors References Index