“Who am I to bring diversity into the classroom?” Learning communities wrestle with creating inclusive college classrooms
Main Article Content
This study explored the experiences of gateway course instructors during the implementation of pedagogical changes aimed at improving the success of diverse students. A detailed case study was built through analysis of peer observations, focus groups, oral and written reflections, student grades, in-depth interviews, and pre and post student surveys. Results showed that instructors faced three major challenges in implementing pedagogical changes: pragmatic challenges, student-centered challenges, and challenges to instructor self-concept. Embracing a learning paradigm and participating in a learning community helped instructors to manage these challenges and create more inclusive learning environments for students.
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
Adams, M. (1992). Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty, and institutions. San Francisco: Jossey-Bass.
Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual review of the educational development literature in higher education. Review of Educational Research, 82(1), 90-126. dio: 10.3102/0034654312438409
Barr, R.B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12-26. doi: 10.1080/00091383.1995.10544672
Cooper, M. A. (2010). Investing in education and equity: Our nation's best future. Diversity and Democracy, 13(3), 1-4.
Demir, K., Sutton-Brown, C., & Czerniak, C. (2012). Constraints to changing pedagogical practices in higher education: An example from Japanese lesson study. International Journal of Science Education, 34(11), 1709-1739. doi: 10.1080/09500693.2011.645514
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Glowacki-Dudka, M., Murray, J. & Concepcion, D.W. (2012). Reflections on a teaching commons regarding diversity and inclusive pedagogy. International Journal for the Scholarship of Teaching and Learning, 6, 1-13.
Henderson, C., Beach, A. & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984. doi: 10.1002/tea.20439
Henderson, C., Dancy, M., & Niewiadomska-Bugaj, M. (2012). Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? Physical Review Special Topics - Physics Educational Research, 8, 020104. doi: 10.1103/PhysRevSTPER.8.020104
Knobloch, N.A., & Ball, A.L. (2006, April). Analyzing the contextual, motivational, and conceptual characteristics of teaching faculty in regard to the use of learner centered approaches to teaching. Paper presented at the meeting of the American Education Research Association, San Francisco, CA.
Ladson-Billings, G. (1999). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. doi: 10.3102/00028312032003465
Miller, K. I. (2012). Organizational communication: Approaches and processes. Boston, MA: Wadsworth.
Nelson, C. E. (1996). Student diversity requires different approaches to college teaching, even in math and science. American Behavioral Scientist, 40(2), 165-175. doi: 10.1177/0002764296040002007
Petrone, M. C. (2004). Supporting diversity with faculty learning communities: Teaching and learning across boundaries. New Directions for Teaching & Learning, 97, 111-125. doi: 10.1002/tl.138
Richards, H., Brown, A., & Forde, T. (2007). Addressing diversity in schools: Culturally responsive pedagogy. TEACHING Exceptional Children, 39(3), 64-68.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. Farnham, Surrey England: Ashgate Publishing Limited.
Sleeter, C. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 43(2), 562-584. doi: 10.1177/0042085911431472
Smith, T. R., McGowan, J., Allen, A. R., Johnson, W. D., II, Dickson, L. A., Jr., Najee-ullah, M. A., & Peters, M. (2008). Evaluating the impact of a faculty learning community on STEM teaching and learning. The Journal of Negro Education, 77(3), 203-226.
Steele, C. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: W.W. Norton & Company.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications, Inc.