Motivation to “Keep Pushin’”: Insights into Faculty Development Facilitating Inclusive Pedagogy (original) (raw)
Related papers
Faculty Development for Inclusive Curriculum: Principles and Processes
Bloomfield College (New Jersey) has encouraged faculty development in inclusive curricula through a faculty development program that guaranteed academic freedom, was begun with faculty members' own reflective practice, and was interdisciplinary and community-wide. This program was a central facet of a larger, institution-wide diversity effort. Each semester for five consecutive semesters a new group of about eight faculty volunteers shared their year-long program. Each group worked in a semester-long interdisciplinary seminar and concurrently began a year of individual study in their own disciplines. Seminars and individual study were guided by a preceptor-in-residence. Faculty also focused on curriculum revision in a week-long summer workshop. Follow-up peer evaluation offered confidential feedback. Faculty found inclusive material and methods intellectual, sound, and renewing. Over half the full-time faculty, plus 20 adjunct faculty and administrators who teach restudied their disciplines for the content and perspectives of race, ethnicity, class, and gender and revised their courses. Revisions affected all levels, disciplines, and many student services. In an institutional self-study students reported being very aware of the changes. Current efforts are aimed at institutionalizing and continuing the work begun in the faculty development project.
Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education
Sustainability, 2021
This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies. A total of 119 faculty members from different fields of knowledge of 10 Spanish universities participated in this study. The data were gathered through semi-structured interviews and later analysed using an inductive system of categories and codes with computer software MaxQDA 12. The obtained data show the actions that these faculty members take to interact with their students, the methodologies they use to teach, the strategies they implement to promote their learning and the difficulties that hinder their inclusive practice in the classroom. This study concludes that there are faculty members who are committed to designing teaching projects based on ...
A Brief Taxonomy of Inclusive Pedagogies: What Faculty Can Do Differently to Teach More Inclusively
Headwaters: The Faculty Journal of CSB/SJU, 2017
We provide an overview of our evolving understanding of “inclusivity” in light of faculty development opportunities funded through the Andrew W. Mellon Foundation. “Inclusivity” means different things to different people, and a given classroom environment may be inclusive in some of the ways described in this article, but not in others. By providing a taxonomy of different ways courses can be inclusive, we encourage departments to think more deeply about curriculum design, learning goals, and assessment; for individual faculty, we encourage you to think about your own course planning and your in-class pedagogical practices.
Attitudes of Teaching Faculty Toward Inclusive Teaching Strategies at a Midwestern University
Proquest Llc, 2012
This study measured postsecondary faculty attitudes toward academic accommodations and an inclusive teaching method called Universal Design for Instruction (UDI). The purpose of the study was to help determine a readiness for change among faculty with regard to implementing UDI principles, compare differences between faculty groups, as well as add to the postsecondary UDI research agenda. UDI requires faculty instructional design and has the potential to reduce the need for individualized academic accommodations and increase the retention and graduation rates of students with disabilities. The study included an online survey e-mailed to 1,621 faculty at Southern Illinois University Carbondale (SIUC). Independent variables included: amount of teaching experience, teaching status (i.e., fulltime, part-time), academic discipline, and amount of prior disability-related training. Results showed significant differences among faculty based upon amount of teaching experience, prior disability-related training, and academic discipline. Generally, faculty with more teaching experience and prior disability-related training had more favorable attitudes toward accommodations and UDI concepts. Faculty in the colleges of Applied Sciences and Arts (ASA), Education, and Mass Communication and Media Arts had more favorable attitudes toward multiple means of presentation than the colleges of Science and Liberal Arts. Faculty in the college of Education had more favorable attitudes toward providing accommodations than the college of ASA. The study effectively started a dialogue with SIUC faculty on their willingness to use UDI principles. Overall, faculty reported mostly positive attitudes toward UDI concepts and traditional academic accommodations. Results could be utilized when proceeding with targeted training for faculty on UDI in postsecondary settings.
Post-secondary faculty attitudes toward inclusive teaching strategies
Journal of rehabilitation
The purpose of this study was to measure faculty attitudes toward academic accommodations and the inclusive teaching method labeled Universal Design for Instruction (UDI). Identifying faculty attitudes can determine readiness for organizational change with respect to implementing UDI principles and can be useful when developing training methods or materials by comparing differences between faculty groups. The study utilized an online survey among 1,621 faculty at a medium-sized Midwestern public research University and found significant differences among faculty (N = 381) based on teaching experience, prior disability-related training, and academic discipline. Discussion and implications are provided.
Student and Faculty Perspectives of Inclusive Teaching Practices in Teacher Training Degree Programs
Revista Brasileira de Educação Especial
ABSTRACT: This study focuses on student and faculty perceptions about inclusive instructional practices in teacher training degree programs in three different universities (two in Spain and one in the USA). We synthetize this framework into four dimensions: (a) identifying students’ needs and strengths, (b) accessibility to physical spaces and materials, (c) methodologies and strategies to engage students, and (d) valuing diversity as a resource. A mixed methodology (questionnaire and interviews) was used to collect the information. Six hundred fifty-three university students and 35 faculty from the different education colleges participated in this study. Findings reveal the perceptions of students and faculty regarding both effective practices for diverse inclusive university classrooms as well as barriers to inclusion that affect learning in the participating institutions. Results reflect serious discrepancies between students and faculty members.
The Development of the Protocol for Advancing Inclusive Teaching Efforts (PAITE)
Journal of Educational Research and Practice
Inclusive teaching is instruction that fosters a sense of belonging, is equitable for a diverse student body, and shows students that they matter. Inclusivity is associated with positive student outcomes and is critical at institutions of higher education given the diversity of student populations. While there are a number of recommended practices for inclusive teaching, valid and reliable classroom observation tools that provide instructors with formative feedback on their instructional efforts are lacking. This article describes the development of the Protocol for Advancing Inclusive Teaching Efforts (PAITE). The PAITE was developed for formative purposes to provide higher education instructors with formative feedback on observable inclusive teaching practices. The protocol can be used by peer observers, educational developers, student pedagogical partners, and educational researchers in higher education classrooms. We describe the creation of the protocol, how to prepare observer...
Heliyon, 2021
Background: Training in attention to diversity is a key aspect for achieving the inclusion of students with special educational needs in higher education for these students to have access to the same rights as any other student. Aims: To determine, through the perceptions of university professors, if the existence of barriers that arise in the teaching-learning process is determined by various factors of interest such as gender, training in attention to diversity, and, even, the attitudes that the professors present before the inclusion of these students. Methods and procedures: The research was carried out in eight universities in Andalusia (Spain), using as the main method of data collection a validated survey, the APTD Scale (Accessibility, Processes, Training, Demand), with the participating sample of 580 university professors. Outcomes and results: The university professors generally agree to perform inclusive actions in their teaching-learning process, although a significant association between variables. Conclusions and implications: The study includes a series of perceptions that may help other university professors to make their practice more inclusive. What does this paper add? This research's main novelty is to show, through the perceptions of university professors, what factors generate exclusion and how this situation can be reversed. This article analyses the association between the attitudes that professors have regarding the inclusion of students with special educational needs in the university and the inclusive educational processes they use in their teaching-learning process. The continuous training of university professors in inclusive responses and strategies is necessary to not be an obstacle in the development of students with special educational needs as well as the establishment of positive relationship between professors and students. Professors are essential to create and support inclusive processes in the university classroom since they have to respond to the students' needs by making the necessary adjustments in their teaching-learning process, taking into account their abilities, needs, and interests.
Re-Conceptualizing Inclusive Pedagogy in Practice in Higher Education
Journal of the Scholarship of Teaching and Learning for Christians in Higher Education, 2021
Twenty-first-century classrooms are becoming increasingly culturally, ethnically, and racially diverse and are looking more and more like microcosms. Consequently, students and some educational stakeholders are demanding the inclusion of race, culture, justice, and equality in the curricula and pushing the envelope for more inclusive pedagogy. Central to the concept of inclusive pedagogy are the values of fairness and equity. Proponents of inclusive pedagogy have indicated that numerous variables influence pedagogy, particularly inclusive pedagogy. These values have elicited concerns throughout the educational system regarding how instructors and facilitators serve all learners academic needs in their academies. However, there is no consensus on what constitutes inclusive pedagogy in higher education (HE) or if inclusive pedagogy even exists in that space. Therefore, educational institution leaders need to re-conceptualize their thoughts on inclusive pedagogy. This paper reviews som...
Becoming Inclusive Teacher Educators: Self-Study as a Professional Learning Tool
International Journal for the Scholarship of Teaching and Learning, 2021
This article describes a self-study inquiry project designed and conducted by a self-study group at a Faculty of Education in an Atlantic Canadian University. The seven-member group engaged in a collaborative self-study inquiry while adopting Universal Design for Learning (UDL) principles in their teacher education practices and documented their professional learning. This yearlong self-study inquiry project encompassed several data collection methods to examine inclusive practices of self-study group members, including personal reflections, minutes of weekly meetings, artifacts, and field notes. This article focuses on how UDL provided a means for three group members to critically examine their inclusive practices at the beginning, during, and following the collaborative self-study inquiry. Using a case study methodology, self-study cases of these three faculty members-Angela, Ryan, and Sarah (Pseudonyms)-were developed. The cases reported on the journey of these faculty members in improving their inclusive practice through their engagement in self-study.