“Who am I to bring diversity into the classroom?” Learning communities wrestle with creating inclusive college classrooms

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Jennifer R Considine
Jennifer E Mihalick
Yoko R Mogi-Hein
Marguerite W Penick-Parks
Paul M Van Auken


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.


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How to Cite
Considine, J. R., Mihalick, J. E., Mogi-Hein, Y. R., Penick-Parks, M. W., & Van Auken, P. M. (2014). “Who am I to bring diversity into the classroom?” Learning communities wrestle with creating inclusive college classrooms. Journal of the Scholarship of Teaching and Learning, 14(4), 18–30. https://doi.org/10.14434/v14i4.3895
Author Biographies

Jennifer R Considine, University of Wisconsin Oshkosh

Department of Communication

Jennifer E Mihalick, University of Wisconsin Oshkosh

Department of Chemistry

Yoko R Mogi-Hein, University of Wisconsin Oshkosh

Department of Educational Leadership and Policy

Marguerite W Penick-Parks, University of Wisconsin Oshkosh

Department of Educational Leadership and Policy

Paul M Van Auken, University of Wisconsin Oshkosh

Department of Sociology


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