Student pedagogical partnerships to advance inclusive teaching during the COVID-19 pandemic
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Abstract
- The current health crisis brought about by the COVID-19 pandemic not only had a global impact, it also exacerbated the inequalities experienced by students of diverse backgrounds in the United States. Implementing inclusive and anti-racist pedagogical practices has gained a heightened and overdue sense of urgency, especially during the period of emergency remote teaching. At Lafayette College, a small liberal arts college in Pennsylvania, USA, the Inclusive Instructors Academy is a semester-long program aimed at supporting faculty from all disciplines to develop and incorporate inclusive practices that promote equity and belonging in their teaching. A critical aspect of the Inclusive Instructors Academy is its employment of student fellows under the Student-as-Partners model. The student fellows who participated in Fall 2020 and Spring 2021 provided feedback to their faculty partners on inclusive teaching approaches. This case study highlights how student-faculty partnerships can be a highly effective strategy for fostering more socially just learning environments.
| Title | Student pedagogical partnerships to advance inclusive teaching during the COVID-19 pandemic |
|---|---|
| Creator | Rossmann, Tobias |
| de Saussure, Annie | |
| Younas, H. | |
| Berkove, Ethan | |
| Exarhos, Annemarie L. | |
| Butler, Michael W. | |
| Mancuso, M. | |
| Cham, F. | |
| Addy, Tracie Marcella | |
| Rizk, M. | |
| Ruebeck, Christopher S. | |
| Borzone, M. | |
| Publisher | International Journal of Students as Partners |
| Academic Department | Economics |
| Physics | |
| Center for the Integration of Teaching, Learning, and Scholarship | |
| Biology | |
| Mathematics | |
| Mechanical Engineering | |
| Languages and Literary Studies | |
| Division | Natural Sciences |
| Social Sciences | |
| Humanities | |
| Engineering | |
| Organization | Lafayette College |
| Date Issued | May 2022 |
| Date Available | 2022-05-16 |
| Type | Article |
| Language | English |
| Keyword | inclusion |
| faculty | |
| students as partners | |
| social justice | |
| pandemic | |
| Bibliographic Citation | Addy, T. M., et al. (2022 May) "Student pedagogical partnerships to advance inclusive teaching during the COVID-19 pandemic." International Journal of Students as Partners 6 (1): 81-89. |
| Standard Identifier | Handle 10385/ms35tb13g |
| DOI 10.15173/ijsap.v6i1.4869 | |
| Permalink | http://hdl.handle.net/10385/ms35tb13g |
| Rights Statement |
Creative Commons - Attribution
|
| Rights Holders | Rossmann, Tobias |
| Berkove, Ethan | |
| Exarhos, Annemarie L. | |
| Borzone, M. | |
| Mancuso, M. | |
| Rizk, M. | |
| Addy, Tracie Marcella | |
| de Saussure, Annie | |
| Ruebeck, Christopher S. | |
| Younas, H. | |
| Butler, Michael W. | |
| Cham, F. |
Contains
| File | Addy-InternationalJournalofStudentsasPartners-vol6-2022.pdf | Uploaded 2022-05-16 | Public | Download |
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