Fostering Diversity and Inclusion and Understanding Implicit Bias in Undergraduate Chemical Education

Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity.

We Are Sorry(ish), and Quite Surprised, to Agree(ish) to the Encouraging News

In this chapter, we follow two student-faculty projects, focusing on the students’ experiences therein, to surface ongoing concerns about the full inclusion of undergraduate students in the scholarship of teaching and learning. We then turn to the notions of internal exclusion and double justification to explore how those who are included in the conversation may still not fully be heard and how students and student-faculty partnerships are often met with skepticism and thus face a justificatory burden that other research does not. We conclude with a call to shift the frame from the question asked or implied of student-faculty partnerships: “why are students involved in this research?”; instead, we call for us to collectively ask those projects that do not include students “why aren’t students involved with this research?” 

From Novelty to Norm

Obwohl es immer Philosophinnen* gegeben hat, sind ihre Texte nicht im Kanon des Philosophieunterrichts etabliert. Seit geraumer Zeit gibt es ein Problembewusstsein für den daraus resultierenden männlichen Überhang. Meine These ist, dass diese Diskurse das Problem der Inklusion von Philosophinnen* auf ein Dilemma verkürzen. Ich erkunde die Inklusion von Philosophinnen* stattdessen mit Mai-Ahn Bogers Trilemma der Inklusion. Darauf aufbauend diskutiere ich anhand unterrichtspraktischer Beispiele verschiedene Ambivalenzen, die der Inklusion von Philosophinnen* in den (Schul-)Kanon immanent sind. 

Eine trilemmatische Perspektive auf die Inklusion von Philosophinnen* in den (Schul-)Kanon

In philosophy, much attention has rightly been paid to the need to diversify teaching with regard to who teaches, who is taught, and which authors and questions are the focus of study. Less attention, however, has been paid to inclusive pedagogy—the teaching methods that are used, and how they can make or fail to make classes as accessible as possible to the diverse students who enter them. By drawing on experiences from our own teaching as well as research on student-centered, inclusive best practices, we advocate for five principles of inclusive pedagogy: fostering a growth mindset, examining inclusive conceptions of authority, promoting transparency, encouraging flexibility, and, finally, continually promoting self-reflection for both students and teachers.

Diversity Is Not Enough: The Importance of Inclusive Pedagogy

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Diversity Is Not Enough: The Importance of Inclusive Pedagogy