CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Developing a shared syllabus template as a living document of inclusive practices in a teaching and learning community
Tác giả
Lutz C.; Untaru L.M.; Van Goch M.M.
Năm xuất bản
2021
Source title
International Conference on Higher Education Advances
Số trích dẫn
1
DOI
10.4995/HEAd21.2021.12967
Liên kết
Tóm tắt
Inclusive teaching and learning is central to our educational mission. In this project, we used a whole-institution approach to make our institution's inclusive objectives concrete and specific. We aimed to develop ways to capture our own community's goals and objectives in a 'living document', a syllabus template in which insights from educational literature on diversity and inclusion are presented alongside the voices and practices of members of our own community of practice (CoP). We created the syllabus template by using the literature to list elements of inclusive design, inclusive delivery, inclusive assessment, and learning-focused syllabi, then identifying examples of those elements in syllabi of local experienced practitioners and deepening the good practices in interviews with the experienced practitioners. The final syllabus template presents authentic practices from local syllabi, with explanations of the relevance of those examples and reference to educational literature, links to teaching tools, and contact-information for individual colleagues. The shared syllabus template deliberately situates academic development within the practice of the local CoP. We found that even the most experienced practitioners find it challenging to work on inclusive practices, which is all the more reason to stimulate a collaborative approach. © 2021. International Conference on Higher Education Advances. All rights reserved.
Từ khóa
good practices; Higher education; inclusive pedagogy; interviews; liberal arts and sciences education; syllabi
Tài liệu tham khảo
Boud D., Brew A., Reconceptualising academic work as professional practice: Implications for academic development, International Journal for Academic Development, 18, 3, (2013); Boysen G. A., Teacher and Student Perceptions of Microaggressions in College Classrooms, College Teaching, 60, 3, pp. 122-129, (2012); Burgstahler S., Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples, (2009); Butcher J., Sedgwick P., Lazard L., Hey J., How might inclusive approaches to assessment enhance student learning in HE?, Enhancing the Learner Experience in Higher Education, 2, 25, (2010); Clifford V. A., Engaging the disciplines in internationalising the curriculum, International Journal for Academic Development, 14, 2, pp. 133-143, (2009); Diversity [Special issue], Nature, (2014); Hanafin J., Shevlin M., Kenny M., Mc Neela E., Including young people with disabilities: Assessment challenges in higher education, Higher education, 54, 3, pp. 435-448, (2007); Hockings C., Inclusive learning and teaching in higher education: A synthesis of research, (2010); Jones N. N., Human centered syllabus design: Positioning our students as expert endusers, Computers and Composition, (2018); Kumar K. L., Wideman M., Accessible by Design: Applying UDL Principles in a First Year Undergraduate Course, Canadian Journal of Higher Education, 44, 1, pp. 125-147, (2014); Ladson-Billings G., Toward a theory of culturally relevant pedagogy, American educational research journal, 32, 3, pp. 465-491, (1995); Lawrie G., Marquis E., Fuller E., Newman T., Qiu M., Nomikoudis M., Roelofs F., Dam L., Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature, Teaching & Learning Inquiry, 5, 1, pp. 1-13, (2017); Lee A., Williams R. D., Shaw M. A., Jie Y., First-year students' perspectives on intercultural learning, Teaching in Higher Education, 19, 5, pp. 543-554, (2014); Lombardi A. R., Murray C., Gerdes H., College faculty and inclusive instruction: Self-reported attitudes and actions pertaining to Universal Design, Journal of Diversity in Higher Education, 4, 4, pp. 250-261, (2011); Mallinger G., Gabbard J., Starks S., Managing microaggressions in the college classroom, Diversity and Inclusion in the College Classroom, 10, (2016); Nelson Laird T. F., Measuring the Diversity Inclusivity of College Courses, Research in Higher Education, 52, 6, pp. 572-588, (2011); Neumann A., Professing to learn: Creating tenured lives and careers in the American research university, (2009); Opertti R., Brady J., Developing inclusive teachers from an inclusive curricular perspective, PROSPECTS, 41, 3, (2011); Palmer M. S., Wheeler L. B., Aneece I., Does the Document Matter?. The Evolving Role of Syllabi in Higher Education, Change: The Magazine of Higher Learning, 48, 4, pp. 36-47, (2016); Sciame-Giesecke S., Roden D., Parkison K., Infusing diversity into the curriculum: What are faculty members actually doing?, Journal of Diversity in Higher Education, 2, 3, pp. 156-165, (2009); Slattery J. M., Carlson J. F., Preparing an effective syllabus: Current best practices, College Teaching, 53, pp. 159-164, (2005); Saunders S., Kardia D., Creating inclusive college classrooms, A guidebook for University of Michigan graduate student instructors, pp. 46-56, (2004); Wenger E., Communities of practice, (1998); Wekker G., Slootman M., Icaza R., Jansen H., Vazquez R., Let's do diversity -Summary report: the Netherlands, (2016)
Nơi xuất bản
Universidad Politecnica de Valencia.
Hình thức xuất bản
Conference paper
Open Access
All Open Access; Green Open Access; Hybrid Gold Open Access
Nguồn
Scopus