Creating Syllabus Policies

By Melissa Wehler, PhD, Dean of Humanities and Sciences

The syllabus functions as a contract between the students and the faculty member regarding the academic experience in the classroom and the standards for that experience.  Often, when writing our syllabi, we get lost in the legalities of our policies, trying to out-maneuver that loop-hole driven student just waiting on our rosters. (The old adage that faculty “can write a student’s name next to every syllabus policy” comes to mind.)   While it’s important that we are clear and concrete in our policies, it is equally as important that we use this document as a space to demarcate the learning environment: what are your standards for student work and engagement? how do you see your role in the classroom? what standards do you have for participation? how should students conduct themselves in discussion?  Focusing on these questions help us to build an engaging learning experience not simply avoid a disastrous one.

When creating policies for your syllabus, keep in mind some best practices:

Keep the audience in mind. Since students are the audience, you will want to use clear and specific language and avoid being overly long, complicated, or detailed. Try to keep them to a short paragraph and consider using bullet lists.

Read for tone.  The syllabus establishes the classroom guidelines, and as such, the rules for behavior and performance.  Syllabus policies should have a positive tone even as they create these parameters. 

Consider the course.  Each course will have its own unique set of policies that are tailored to the way you teach it.  For instance, if you teach discussion-based courses, you might want to create a discussion policy.  Or if you teach a presentation-based course, you might want to have a policy on professional dress or appearance.

Remember the level. The level of the course will also help you to establish behavior, performance, and participation expectations.  For example, if you teach an introductory course, you want to have a stricter attendance policy, so that these new students acclimate to this reality of campus life.

Avoid distractions.  It may be tempting to change fonts or colors, but these attempts to draw students’ attention to the seriousness of your policy can instead negatively communicate something about you.  Instead, use bold on certain parts of a policy to help students locate the information quickly.

By keeping these best practices in mind, you will help students to not just to understand your standards for academic work, dialogue, and engagement, but to see themselves reflected in the learning experience you are building.

 

About the Author

13240559_10101056173646389_348591978591550789_nDr. Melissa Wehler serves as the Dean of Humanities and Sciences and Professor of English at Central Penn College.  Her academic writing has been published in several essay collections where she discusses topics including the gothic, feminism, performance, and culture.  She enjoys teaching classes about writing, literature, culture, and film and has won two teaching awards for her student-centered approach.

You DO Have Time For This! Incorporating Video into Your Classes

By Maria Thiaw, M.F.A., Professor, English and Communication

Every new technology has its benefits and its pitfalls, and throughout history, as new inventions have emerged, traditional industries have shown reluctance before coming to acceptance. Teaching, an ancient art, is no different. All of the new bells and whistles coming our way from CPC’s CTE can be overwhelming and under a challenging course load, learning new technologies can seem impossible. That being said, today’s students have been raised on multimedia and in order to lasso them long enough to get our points across, we need a 21st-century approach. This is why I was an early adopter of all that the CTE has to offer.  In the process of using the CTE to create videos through Screencast-O-Matic and the One Button Studio, I have learned a few things that have made using technology in the classroom easier.

First, you have to approach this with an open mind and understand that it is a process. Look at your schedule for places where you can squeeze in some practice time. Come in on a Monday or use one free hour during each day to learn how to use the programs. The biggest time commitment is in the beginning when you are learning. I found that it took a couple of days of practice, but they are very user-friendly and Kim and Judith were there to help. Once I mastered them, things went much faster. Now that I know how to use the programs, I find that I need about 2 – 3 hours to prepare a PowerPoint video for a class. 1 hour to prep it, 1 hour or less to record it and 1 hour to edit it. This is why it’s best to learn and plan over break, have a script ready, and plan time throughout each week to build your inventory of lessons. Notice the word I am repeating here is PLAN.

Secondly, you must edit your expectations. Don’t expect to have an entire class, let alone 4, completed over a two-week break. This isn’t a week long project; it’s a term-long project. It might take longer than that to feel like your class is perfect. Take your time and get through each lesson. Eventually, the class will be where you want it to be and you’ll be proud of it.

Lastly, don’t worry! You don’t need 44 hours of video, even if it is an online class. It is best to use a variety of teaching methods. Attention spans are short these days so think about keeping your videos less than ten minutes. If you are lecturing for an hour, you can break it up into five or six segments, which helps to promote student focus.

Now that I can handle Screencast-O-Matic, I can create and edit short videos at home.  Even under our intense schedule, with some planning and patience we can work some of these technologies into our pedagogy.

Take-Aways from Lilly Conference on Evidence-Based Teaching and Learning

By Melissa Wehler, PhD, Dean of Humanities and Sciences

On June 5, 2017, I had the pleasure of representing Central Penn College at the Lilly Conference on Evidence-Based Teaching and Learning in Bethesda, Maryland. My presentation, co-written and co-presented with Judith Dutill, Instructional Designer at Millersville University, was entitled “Pause Procedure and Reflecting Learning in the Online Classroom” and was presented to a crowd of more than thirty educators from institutions of higher education around the country.

The session reviewed methods and techniques that online teaching faculty can use to engage their online students. First, we discussed the challenges faced by online teaching faculty in designing effective instruction for the online modality and promoted the use of microlectures and pause procedure techniques. Next, we defined the elements of a microlecture and discussed the relevant research on the considerations faculty should make before endeavoring to develop their own microlecture. Finally, we discussed methods for incorporating pause procedure into video lectures and introduced some technical tools to assist with this implementation. Specifically, we reviewed some of the software techniques being used at Central Penn, including Play Posit, Voice Thread, and Office Mix.

In addition to my own session, I attended sessions on:

  • What Lies Beneath: Rethinking Major Issues in Teaching and Learning
  • Radically Inclusive Classrooms: Promoting and Protesting a Diverse Learning Environment
  • #InteractiveLearning: Technology Tools to Engage and Support All Learners
  • Advising Online: An Orientation Module to Support Faculty Student Interactions
  • Improving Academic Integrity: Evidenced-Based Strategies

 

While there were many take-aways from the conference, here are a few that resonated with me:

Teaching-oriented versus learning-oriented. During the opening session, Todd Zakrajsek made an excellent point about this issue by asking: “does your lesson change if there are no students in the room?”  The question addresses the fundamental difference between teaching and learning.  If you can deliver the same presentation, run through the same information, and provide the same talking points to a room of thirty as you can to an empty room, you are probably teaching-oriented.  If your lesson plan so thoroughly addresses, integrates, and engages students that you could not possibly proceed, then you are probably learning oriented.

Understand and respect cognitive load.  There comes a point where students (and frankly, us as well) reach a point where we cannot take in any more information.  Rather than continue past this point-of-no-return, find ways to break up the material.  Incorporate reflective breaks to give students a chance to work with the information.  Think about the ways to manage the class so that there is some thinking and some doing.  Understand that no matter how brilliant the lesson, students can only retain so much.

Ends over means.  The role of lecture in the classroom was a hot topic this year, but overall, the sessions I attended seemed to reiterate the same point: engaged students are better than disengaged students no matter the method.  Sometimes, lecturing is necessary; sometimes, it’s not.  The key is that you know your own strengths and weaknesses as an educator, play to those strengths, and engage your students.

About the Author

13240559_10101056173646389_348591978591550789_nDr. Melissa Wehler serves as the Dean of Humanities and Sciences and Professor of English at Central Penn College.  Her academic writing has been published in several essay collections where she discusses topics including the gothic, feminism, performance, and culture.  She enjoys teaching classes about writing, literature, culture, and film and has won two teaching awards for her student-centered approach.

Wehler Publishes Article on Self-Fulfilling Prophecies

Dr. Melissa WehlerOn June 5, 2017, Dr. Melissa Wehler, Dean of Humanities and Sciences and CTE@CPC blog contributor, published an article entitled “Students’ Self-Fulfilling Prophecies: Five Ways to Break the Cycle” in Faculty Focus, an online teaching newsletter. Faculty Focus is published by Magna Commons and reaches an international audience of higher education professionals.  The article provides educators with practical tips on how to help students break negative self-fulfilling prophecies in the classroom, including providing opportunities for metacognition, flipping roles, creating check-in points, building in moments for dialogue, and pointing it out.

Wehler’s other publications include book chapters in various edited collections, including “”The Haunted Hero: The Performance of Trauma in Jessica Jones” in Jessica Jones Anthology (McFarland, 2017, forthcoming), ‘Be wise. Be brave. Be tricky’: Neil Gaiman’s Extraordinarily Ordinary Coraline,’” in A Quest of Her Own: The Female Hero in Modern Fantasy (McFarland, 2014) and “The Haunted Transatlantic Libertine: Edmund Kean’s American Tour” in Transnational Gothic: Literary and Social Exchanges in the Long Nineteenth Century (Ashgate Publishing, 2013) where she discusses topics including the gothic, feminism, performance, and culture. She also will be co-editing a collection about CW’s adaptation of Supergirl (McFarland, 2018, forthcoming). She enjoys teaching classes about writing, literature, culture, and film and has won two teaching awards for her student-centered approach.

Prep for Your Courses Using Library Resources!

By Emily Reed, Instruction and Reference Librarian; Adjunct Faculty

Whether you are building a course from scratch or using a preexisting course shell, supplying your students with supportive learning materials will enhance your students’ academic success. There are many ways that adding specific articles and/or videos to your course content can help engage your students and learn more effectively. Articles, ebooks, and/or educational videos:

  • Make for good discussion board questions
  • Encourage students to read higher quality materials than they may be currently comfortable with
  • Get students used to the interacting with a large research database
  • Instill the value of using the library’s online resources for research
  • Provide a variety of content delivery modes

Did you know that it’s never been easier to link to journal articles, ebooks, and digital films provided by our Charles “T.” Jones Leadership Library to your course in Blackboard? You can access all of the following resources at this link. (If you are using this link off campus, you will be prompted to enter your Blackboard username and password to authenticate your account.)

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Talking about Academic Rigor with Students

 

By Melissa Wehler, PhD, Dean of Humanities and Sciences

When faculty members discuss academic rigor with their students, these conversations usually revolve around quantities of work that the student will perform: page requirements, number of exams, homework sets, and the like.  Taking the faculty’s lead, students often place their emphasis on their output rather than on their input.  The result is an ineffective essay that meets the seven-page requirement is better than an effective one that doesn’t.  This “because I said so” nature of quantity-driven projects belies the reality of academic rigor.  Academic rigor is not interested the quantity produced but rather is propelled by the quality of materials resulting from a thoughtful process.

To help students to understand the nature of academic rigor in our courses means demystifying the processes that go into creating the learning environment.  Here are some best practices to help you talk to students about the role of academic rigor in your classroom:

Establish standards on the first day.  In addition to relating policies on attendance or late work, the syllabus should also function as a guidebook for the course, including your standards and expectations for work.  Give students a general sense of the quantity and quality of the work you expect during the term.  Discuss the specific nature of the course (skills, content, level, type) and what it means for their work.  Provide them with the information on support services and resources that will help them throughout the term.   

Discuss the workload. Faculty members often quote the 2:1 ratio (two hours outside of class preparing, working, and studying for every hour in the class) when it comes to their expectations.  While this general rule acts as a helpful yardstick, it does not necessarily capture the realities of academic work.  Instead, discuss the course schedule and assignments with your students, noting specific times throughout the academic term where workloads will be light, moderate, and heavy.  Explain what they can do to prepare for the workload differences throughout the term, how they can plan their other commitments around these times, and what they can do during them.

Explain the reasons for the requirements.  Talk to students about the thinking process that went into creating the requirements for the assignment.  Link the requirements to course learning outcomes and skills sets.  Discuss how these requirements further their skill and knowledge sets.  Demonstrate how they build on previous work and act as bridges to future work.  These conversations help the students to move beyond the work “requirement” to see the value in those standards.

Emphasize the process.  When faculty show interest in the learning process, students do, too.  Build regular check-in points throughout the term, especially for larger assignments.  Give an informal survey (such as the “start, stop, and stay”) to help gauge their progress.  Provide resources at critical points in the term or project that will help them with difficult steps.  Break up larger assignments with some formative assessments of their progress.  Ask them to reflect on their process and progress thus far.

Support student work.  Having rigorous standards in your classroom is important, but those standards can quickly become impossible expectations without your support.  On the first day, review the support systems that students can use throughout the course to help them meet your standards.  Provide additional resources that are specific to the unit, skill, or content being discussed.  Introduce or invite support staff to the classroom to help with content or skills.  Provide student models or other examples if appropriate.

Such conversations obviously benefit your students, but they also benefit your growth and development as a faculty member.  Obviously, you will see the positive results in your classroom when students not only understand what they are do but also why they are being asked to do it in this way.  Perhaps less obvious, however, is that by elucidating the definition and role of academic rigor for your students, you are also able to do so for yourself.  These conversations ask you to reflect deeply and critically on the standards for academic work in your classroom.  They help you to move beyond “because I said so” and into “and here’s why.”

 

About the Author

13240559_10101056173646389_348591978591550789_nDr. Melissa Wehler serves as the Dean of Humanities and Sciences and Professor of English at Central Penn College.  Her academic writing has been published in several essay collections where she discusses topics including the gothic, feminism, performance, and culture.  She enjoys teaching classes about writing, literature, culture, and film and has won two teaching awards for her student-centered approach.

Inclusivity in Practice

During our lunch and learn discussion, “Building a Inclusive Classroom,” faculty members provided their best practices for building inclusive learning spaces.  In the spirit of inclusivity, they have offered to share them with us and the college community.

Many of the faculty focused on the way they set an inclusive tone during their first day and first weeks, including sharing the responsibilities of syllabus creation, policies, and schedule.  Some of the faculty also talked about how to maintain this spirit of collaboration throughout the course by “checking in” with students and providing methods of on-going discussion and conversation.

Building the Environment for Learning

  • Establishing shared responsibilities and classroom rights on the first day
  • Collaborating on due dates and the course schedule
  • Co-creating student-paced class/unit “guides” that serve as checklists and enable students to envision learning outcomes for the week
  • Doing a “check-in” at the beginning of class: where are they with the material? what are the “ah-ha!” moments? the muddiest moments?
  • Asking students to choose the discussion topic and/or choosing “discussion leaders”
  • Helping students to develop their own classroom policies, i.e., late work, attendance, rubric and assignments
  • Using discussion boards for ongoing course discussion

In addition the classroom environment, faculty members provided their best practices for creating inclusive assessments of student learning.  As one faculty member noted, “it’s important that assignment provide students with an opportunity to ‘show off’ what they know.”

Building the Tools for Assessment

  • Giving students the opportunity to propose an alternate assignment or project if they feel it will benefit them
  • Having students complete a “group test” where they provide evidence and justifications for their answers
  • Encouraging and facilitating peer review sessions for final papers
  • Voting on the structure of projects and the types of exams

Look for more about inclusivity in the classroom in our upcoming professional development and our continuing blog series on the topic.  Thank you to all the faculty who provided these best practices.

Building an Inclusive Classroom: Reflecting on Privileges

By Dr. Melissa Wehler, Dean of Humanities and Sciences

This is the second installment of the six-part series on inclusivity in the classroom.  The first installment, Building an Inclusive Classroom: A Starting Place, provides an introduction to the topics covered in the series.

Building an inclusive classroom begins well before the first student registers for the class or a textbook is selected for the reading list.  In the classroom, a faculty’s identity—privileges and disadvantages—is represented in explicit and implicit ways.  Explicitly, our identities are represented by our bodies, our language, and our appearance (yes, even if we teach online).  For instance, whether or not I choose to confront my gender or race in the classroom, my body still signifies them.  Implicitly, the knowledge, belief, values, and skills that inform our actions, behaviors, and attitudes have come from our lived experiences.  The course materials I select, test questions I write, and syllabus policies I create are the culmination of my experience—positive and negative.

To create an inclusive classroom, therefore, we should recognize and acknowledge our socially conferred privileges (and disadvantages) and how they influence our pedagogy. When we talk about socially conferred privilege, we are referring to the social systems that provide certain persons or groups special advantages or rights on the basis of an unearned status.  Commonly, we talk about privilege through the lens of race, gender, ability, religion, age, and class, though it’s important to recognize that these are far from the only privileges that faculty confront personally and pedagogically.

In the classroom, inclusivity begins with the faculty member who establishes the basic parameters of the class, which are based on their own unique circumstances: their training, experiences, and philosophies.  Because courses begin in the personal, we must acknowledge our own socially conferred privileges as part of our pedagogy.

By no means an exhaustive list, here are some ways to help start this process:

Take a personal inventory.  A personal inventory will help you recognize (perhaps for the first time) your socially conferred privileges. A personal inventory can focus around a specific set of privileges such as race, gender, or ability or it can be a mixture of different types of privilege.  You can use a pre-created inventory (such as this one from Routledge or the lists provided by Barnett).  You can also generate a personal inventory by listing out privileges you experienced in the span of a week or a month.

Seek out resources.  Start locally.  Campus resources such as the Center for Teaching Excellence and the Diversity Office provide training and materials specific to your campus life and culture.  Then, think globally.  Professional organizations, such as the American Association of University Professors, also have resources for faculty about diversity, inclusion, and privilege.

Invite conversations.  Conversations about privilege are happening informally on college campuses all of the time, but faculty can also find ways to ‘invite’ these conversations: create a brown bag series, invite guest speakers, or organize a book reading.  Faculty might also organize a viewing of a documentary or webinar followed by a moderated discussion. Remember, if you invite conversation, it’s important you listen to learn and not listen to respond.

Acknowledging and understanding more about our personal privileges helps us to recognize where these privileges manifest in our pedagogy.  Once we are able to see ourselves more clearly, we are also able to see where our personal privileges have created gaps in our teaching approach.

Here are just a few areas to consider:

Challenge privilege.  For instance, avoid normalizing certain behaviors in the classroom that privilege one student or student group over another, especially with ‘good’ and ‘bad’ labels.  For more, see Goodman’s lists about ways to challenge privilege identity in the classroom.

Representation matters.  Course materials should be representative not only of the subject being taught but of the subjects being taught.  Course materials (textbooks, articles, studies, tests, examples) should incorporate a range of experiences and identities that reflect the students in the class.

Vary approaches.  Part of ‘unpacking the invisible knapsack’ means that just because it worked for you as a student or that it worked/works for some students, doesn’t mean that it worked/works for others.  By varying your approach to teaching (lecture, small group, discussion, flipped), you build opportunities for different students and different strengths.

Appeal to the experts. When a difficult situation, conversation, or topic comes up in class, give the students the scholarship and allow them to do the deep digging.  Not only is it a great exercise in critical thinking and problem-solving, but it demonstrates that this conversation is historical, robust, and on-going.

Listen actively.  Listening doesn’t just refer to answering questions or responding to a point during discussion.  It includes reading body language, word choice, and tone.  It can also mean ‘listening’ to the silences: the emails not returned or the questions left blank.  Responding to these moments validate students’ experiences whether through positive feedback or an acknowledgment of their concerns.

Conversations about privilege inside and outside of the classroom can be cloaked in feelings of shame, guilt, and blame; however, personal discomfort with confronting privilege is no excuse to shy away from the topic—just as students, peers, and even ourselves cannot ‘opt-out’ of systems of privilege.  Instead, by recognizing, understanding, and challenging privilege personally and pedagogically, we, as educators, make the first concrete step in creating an inclusive classroom.

References

Adams, M., L. A. Bell, and P. Griffin, eds. (2007).Teaching for diversity and social justice: A sourcebook. 2nd ed. New York: Routledge.

Barnett, P. E. (2013). Unpacking teachers’ invisible knapsacks: Social identity and privilege in higher education. Liberal Education. vol. 99, no. 3. https://www.aacu.org/publications-research/periodicals/unpacking-teachers-invisible-knapsacks-social-identity-and

Goodman, D. J. (2010). Helping Students Explore Their Privileged Identities. Diversity and Democracy.  American Association of Colleges and Universities. Spring 2010. vol. 13. no. 2. https://www.aacu.org/publications-research/periodicals/helping-students-explore-their-privileged-identities

Flaherty, C. (2016). Racial literacy as a professor’s responsibility. Inside Higher Ed. https://www.insidehighered.com/news/2016/06/20/aaup-sessions-center-professors-role-and-responsibilities-regarding-classroom

Maher, F. A. & M. K. Tetreault. Diversity and privilege: We need to understand how privilege works before we can make diversity work. Academe. AAUP. January-February 2009. https://www.aaup.org/article/diversity-and-privilege#.WLcMB2_yuUk

McIntosh, P. (1989) White privilege: Unpacking the invisible knapsack. The National SEED Project. https://nationalseedproject.org/white-privilege-unpacking-the-invisible-knapsack

 

Melissa Wehler, Ph.D. serves as the Dean of Humanities and Sciences and Professor of English at Central Penn College.  Her academic writing has been published in several essay collections including Demons of the Body and Mind,  Transnational Gothic,  and A Quest of Her Own: Essays on the Female Hero in Modern Fantasy where she discusses topics including the gothic, feminism, performance, and culture.  She enjoys teaching classes about writing, literature, culture, and film and has won two teaching awards for her student-centered approach.

 

 

Counseling Services and Student Referrals

By Megan Cline, Counselor at Central Penn College

Lunch & Learn on Classroom Management & Student Referrals
Image from the Winter Lunch & Learn
Presented by CPC’s counselors,
Candace Johnson & Megan Cline

After completing our first ever Lunch & Learn presentation, Candace and I would like to share a brief recap of important information from the faculty training session! First, let me start by introducing Candace and I, as well as inform you of what services are available through our counseling offices. Candace Johnson, MS, is our part-time counselor and her office hours are Wednesdays 5-8pm and Fridays 12:30-3:30pm. I, Megan Cline, LSW, am the full-time counselor, and my office hours can range from 9am-5pm or 10am-6pm, but both Candace and I are flexible with our appointment times. We are located upstairs in Bollinger Hall, rooms 52B and 52C, beside the Cultural Diversity Office.

As far as our services go, appointments with a counselor can be done in person, via phone, or virtually by email or webcam. The maximum number of sessions students can have is 11 per term (i.e. one session per week). If it is believed by the counselor that the student needs more intensive care, the counselor will make a referral for the student to another local outpatient office. Not only are counseling services free, but they are confidential as well; however, in the event that a student voices harm to self or others, confidentiality is broken and reported to the appropriate party. Further, as employees of the college, we are unable to provide similar services to faculty and staff. So while working at Central Penn, if you would like to access support services for yourself, those are available to you through Human Resources.

Finally, as a faculty member, you will come into contact with a variety of student personalities. One thing that we at the counseling office ask of you is to please report any concerning student behaviors that you might observe. Throughout the term weeks, you will get to know your students well and be able to identify if a student is displaying concerning or unusual behavior. If it is troubling to you, chances are it is something that should be investigated further. If you do not feel comfortable checking in with the student yourself, please don’t hesitate to reach out to the counseling staff or your supervisor to discuss the student further.

For more information about our services, please visit our web page at http://www.centralpenn.edu/college-services/counseling-services/

Email Megan Cline or Candace Johnson

Building an Inclusive Classroom: A Starting Place

By Dr. Melissa Wehler, Dean of Humanities and Sciences

In recent years, conversations about diversity in the college classroom have necessarily focused on the inclusive learning space.  For many in higher education, inclusivity is the natural progression for colleges who are working towards practical applications of diversity initiatives, some of which have come under criticism for being well-intentioned but not concrete.  The rise of campus ‘safe spaces’—itself not without critique— has extended into the classroom, prompting further discussions about the definition, role, and best practices of inclusivity in higher education.

Inclusivity, in its academic methodology, means building a classroom (and campus) environment wherein faculty members and students share in the creation of a learning space in a way that respects all of the constituents, their lived experiences, and learning needs.  The constituents of the classroom (and again, we can extend to this to the campus) are encouraged to engage in constructive, challenging dialogue and to support others who are sharing their lived experiences.

The role of the faculty in an inclusive classroom is to act as a model for the types of behavior, engagement, and collaboration required of the space.  Faculty members should be transparent about their processes and policies and establish guidelines for engagement.  The course content, moreover, should reflect a variety of experiences and perspectives and mirror those of the students in the course.  The challenge for the faculty member is not to shy away from academic rigor in such environments, but rather to communicate the parameters of that rigor.

Throughout this series, when talking about inclusivity in the classroom, I will use the word ‘build’ rather than ‘create.’ Inclusivity is a creative process, certainly, but to use the word ‘create’ elides the work—by students, faculty members, and the even the institution—it takes to establish an inclusive learning space.  It also suggests that such learning spaces are mysteriously self-generating and that some students, faculty, courses ‘have it’ and that others ‘don’t.’ The idea of ‘creating,’ moreover, implies that students and faculty members are somehow inherently inclusive, which ignores the realities of different lived experiences.

‘Building,’ on the other hand, accounts for the time and effort of students and faculty, connotes the necessary collaborative efforts, and forefronts the conversation of inclusivity as one that requires deep engagement.  Students and faculty members must confront privileges and assumptions, they must learn (but not co-opt) the lived experiences of others, and they must work collaboratively towards a shared, mutual goal.

Throughout this series, we will be working on ‘building’ a definition of the inclusive classroom, its elements, and its practices.  The other parts of the series will cover the following:

  • Reflecting on privileges.
  • Questioning your assumptions.
  • Knowing your students.
  • Challenging the status quo.
  • Collaborating in the classroom.

As we continue with this series, we hope that you will ‘build’ along with us in the comments.  Please share your thoughts, fears, and hopes about inclusivity in the classroom as well as your own experiences and best practices.

References

Bart, M. (2012). Strategies for creating a more inclusive classroom. Faculty focus. http://www.facultyfocus.com/articles/teaching-and-learning/strategies-for-creating-a-more-inclusive-classroom/ Retrieved: 2/10/17

Busteed, B. (2016). Inclusivity means opinions count. Inside Higher Ed. https://www.insidehighered.com/views/2016/12/06/colleges-must-move-simply-asking-peoples-opinions-making-them-count-essay Retrieved: 2/10/17

Hammond, R. (2016). Setting the Tone for Inclusion on Campus Joanne Berger-Sweeney, president, Trinity College. The chronicle of higher education. http://www.chronicle.com/article/Video-Setting-the-Tone-for/238304 Retrieved: 2/1/17

Turner, S. (2016). Dear higher education – This is why your diversity initiatives are failing. Advancing diversity. http://www.advancingdiversity.com/dear-higher-education-this-is-why-your-diversity-initiatives-are-failing/ Retrieved: 2/10/17

Zhang, Y. and K. Mansouri. (2016). Point/Counterpoint: Do safe spaces belong on college campuses? USA Today College. http://college.usatoday.com/2016/11/22/viewpoint-point-counterpoint-do-safe-spaces-belong-on-college-campuses/ Retrieved: 2/1/17

Melissa Wehler, Ph.D. serves as the Dean of Humanities and Sciences and Professor of English at Central Penn College.  Her academic writing has been published in several essay collections including Demons of the Body and Mind,  Transnational Gothic,  and A Quest of Her Own: Essays on the Female Hero in Modern Fantasy where she discusses topics including the gothic, feminism, performance, and culture.  She enjoys teaching classes about writing, literature, culture, and film and has won two teaching awards for her student-centered approach.

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