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Americans’ perception of college students does not correlate with the reality of the rich diversity seen on university campuses. Over 60% of Americans believe the average age of a college student is 20 years old but, in fact, it’s 26.4 years old. Demographics in the classroom are shifting and instructors bear a responsibility to adjust their teaching style and curriculum to be inclusive for all students.

Equity and Inclusion for Higher Education Strategies for Teaching, edited by Rita Kumar and Brenda Refaei, details the necessity for an inclusive curriculum with examples of discipline-specific activities and modules. The intersectionality of race, age, socioeconomic status, and ability all embody the diversity college instructors encounter in their classrooms. Through the chapters in this book, the contributors make apparent the "hidden curriculum," which is taught implicitly instead of explicitly. The editors focus on learner-centered environments and accessibility of classroom materials for traditionally marginalized students; a critical part of the labor needed to create an inclusive curriculum.

This text provides instructors with resources to create equity-based learning environments. It challenges instructors to see beyond Eurocentric curriculums and expand their pedagogy to include intercultural competence. The contributors challenge the student/instructor dichotomy and embrace collaboration between the two to construct a curriculum that fits all students' needs. The resources and examples in this book demonstrate the importance of inclusion and equity in the classroom. A companion community page provides examples and tools from the editors and contributing authors, which allows for readers to add materials from their own classrooms. This book and collaborative toolkit allow instructors to begin intentional practice of an inclusive curriculum and implement changes to promote respect for diversity.

Table of Contents

  1. Cover
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  1. Half-title, Title, Copyright
  2. pp. i-iv
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  1. Table of Contents
  2. pp. v-vi
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  1. Acknowledgments
  2. pp. vii-viii
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  1. Introduction
  2. pp. 1-16
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  1. Part I: Setting Up Inclusive Learning Environments
  1. 1: Six Principles of an Inclusive Syllabus Design
  2. Kirsten Helmer
  3. pp. 19-29
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  1. 2: Student-Centered Teaching for Equity and Inclusion in Very Large Multidisciplinary Classes
  2. Claire W. Lyons and Janna Taft Young
  3. pp. 30-40
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  1. 3: Designing and Facilitating Equitable and Inclusive Online Courses
  2. Ruth Benander and Pam Rankey
  3. pp. 41-54
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  1. Reflection on: Setting Up an Inclusive Learning Environment
  2. pp. 55-56
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  1. Part II: Creating Inclusive Classrooms in the Social Sciences
  1. 4: Perspectives of Inclusion in the Social Sciences
  2. Angela M. Miller-Hargis, Tamika C. Odum, Taylor W. Wadian, and Helene Arbouet Harte
  3. pp. 58-70
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  1. 5: Pedagogies of Microresistance for Equity and Social Justice
  2. Cynthia Ganote, Tasha Souza, and Floyd Cheung
  3. pp. 71-82
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  1. Reflection on: Inclusive Social Sciences
  2. pp. 83-84
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  1. Part III: Inclusive Humanities
  1. 6: Increasing Inclusion and Lowering Student Anxiety in the Postsecondary Foreign-Language Classroom
  2. Susan A. Hildebrandt
  3. pp. 86-99
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  1. 7: Incorporating Equity and Inclusion in English Composition and Literature Courses
  2. Brenda Refaei and Rita Kumar
  3. pp. 100-110
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  1. Reflection on: Inclusive Humanities
  2. pp. 111-112
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  1. Part IV: Inclusive STEM
  1. 8: Flexible Approaches for Equitable Mathematics for All
  2. Natalia P. Darling, Eugene F. Kramer, Fabio Santos, Jordan Crabbe, Adam Chekour, and Zekeriya Karatas
  3. pp. 114-124
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  1. 9: Strategies for Incorporating Inclusive Pedagogy in STEM Courses
  2. Mun Chun Chan, James Olsen, Michelle Ohnona, and Ester Sihite
  3. pp. 125-136
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  1. 10: Increasing Student Persistence through Active Learning Pedagogies in the Chemistry Curriculum
  2. Emily D. Niemeyer and Michael R. Gesinski
  3. pp. 137-149
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  1. Reflection on: Inclusive STEM
  2. pp. 150-152
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  1. Part V: Inclusive Professional Practice
  1. 11: Creating a Culture of Respect Utilizing Transformative Learning Theory in Developing a Gender and Sexual Diversity Curriculum
  2. Brent Oliver, Becky Van Tassel, and Roseline Carter
  3. pp. 154-164
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  1. 12: Cultivating Cultural Awareness in the Dental Hygiene Classroom
  2. Beth Monnin and Shawna Staud
  3. pp. 165-176
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  1. 13: Teaching the Concepts of Diversity and Inclusion in Business Classes
  2. Lizzie Ngwenya-Scoburgh and Patrice Gillespie
  3. pp. 177-186
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  1. Reflection on: Inclusive Professional Practice
  2. pp. 187-188
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  1. Part VI: Inclusive Assessment
  1. 14: Measuring the Impact of Pedagogical Efforts for Equity and Inclusion
  2. Tracie Addy, Derek Dube, and Khadijah A. Mitchel
  3. pp. 190-199
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  1. 15: Is Your Teaching Inclusive? An Inclusive Teaching Rubric for Higher Education
  2. Deyu Hu and Michele Deramo
  3. pp. 200-208
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  1. Reflection on: Inclusive Assessment
  2. pp. 209-210
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  1. Epilogue
  2. pp. 211-216
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  1. List of Contributors
  2. pp. 217-224
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  1. Index
  2. pp. 225-238
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Additional Information

ISBN
9781947602229
Related ISBN(s)
9781947602182, 9781947602991
MARC Record
OCLC
1265580705
Pages
246
Launched on MUSE
2021-08-31
Language
English
Open Access
No

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