This powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. Grounded in research and theory (including educational ...psychology, scholarship of teaching and learning, intergroup dialogue, and social justice theory), this book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive. Each chapter focuses on palpable ideas and adaptive strategies to use right away when teaching. The first chapter consider professors' intersecting personal and social identities and their expectations for themselves and their students. Chapter 2 considers students' backgrounds, including class, race, disability, and gender, and focuses on what students bring to the classroom, exploring their basic psychological needs of autonomy, competence, and belonging; their approaches to learning; and their self-doubts and uncertainties. Chapter 3 draws on universally-designed learning in combination with educational design rooted in social justice and multiculturalism to describe ways to design spaces in which students flourish academically. Two chapters focus on classroom dynamics. Chapter 4 primarily focuses on "preparation" for having difficult conversations in the classroom, considering how instructors can create a shared understanding between themselves and their students. Chapter 5 focuses on in-the-moment strategies to both "create" and "manage" discomfort about sensitive and controversial topics while supporting students of various social identities (such as gender, race, disability). In the closing chapter, the author integrates all the elements in the preceding chapters, and also presents more general college-wide programs to help faculty develop and improve their teaching. Foreword by Tia Brown McNair. Chapter five was written by Robert R. Murphy and Kathryn C. Oleson.
This editorial delves into the critical role of tenured faculty in American public universities in restoring the public's faith in these institutions. This editorial emphasizes that preserving the ...founding ideals of American public universities is both an obligation and a lasting legacy. It calls upon tenured faculty to rekindle the public spirit and actively contribute to the preservation of the American dream for future generations.
Computing-driven innovation cannot reach its full potential if only a fraction of the population is involved. Without girls and their non-stereotypical contribution, the innovation potential is ...severely limited. In computer science (CS) and software engineering (SE), the gender gap persists without any positive trend. Many girls find it challenging to identify with the subject of CS. However, we can capitalize on their interests and create environments for girls through interdisciplinary subcultures to spark and foster enthusiasm for CS. This paper presents and discusses the results of an intervention in which we applied a novel interdisciplinary online course in data science to get girls excited about CS and programming by contributing to the grand goal of solving colony collapse disorder from biology and geoecology. The results show the potential of such programs to get girls excited about programming, but also important implications in terms of the learning environment. The startling results show that girls from single-gender classes (SGCs) are significantly more open to CS-related topics and that the intervention evoked significantly more positive feelings in them than in girls from mixed-gender classes (MGCs). The findings highlight the importance of how CS-related topics are introduced in school and the crucial impact of the learning environment to meet the requirements of truly gender-inclusive education.
Interdisciplinarity has been touted as a means to recruit more racially and gender-diverse students to computing. In this explanatory sequential mixed-methods study, we investigated demographic ...characteristics among a sample of undergraduate students pursuing interdisciplinary computing major and minor combinations at 15 institutions in the United States who completed a survey at the end of their introductory course. Descriptive analyses of responses to this survey of introductory computing students revealed that enrollment in interdisciplinary major and minor combinations was limited and did not appear to disproportionately attract women or Black/African American, Latine, Indigenous, and/or Multiracial students. We then conducted a directed content analysis of departmental websites to examine the language and policies that may have precluded or encouraged students to pursue interdisciplinary computing major and minor combinations. Findings revealed that departmental offerings of such programs were limited, and, among those that did offer such programs, communication about their goals and requirements was often lacking. Implications for research and practice, especially as they pertain to efforts to broaden participation in computing, are discussed.
Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how ...professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.
When philosophers address personal identity, they usually explore numerical identity: what are the criteria for a person's continuing existence? When non-philosophers address personal identity, they ...often have in mind narrative identity: Which characteristics of a particular person are salient to her self-conception? This book develops accounts of both senses of identity, arguing that both are normatively important, and is unique in its exploration of a range of issues in bioethics through the lens of identity. Defending a biological view of our numerical identity and a framework for understanding narrative identity, DeGrazia investigates various issues for which considerations of identity prove critical: the definition of death; the authority of advance directives in cases of severe dementia; the use of enhancement technologies; prenatal genetic interventions; and certain types of reproductive choices. He demonstrates the power of personal identity theory to illuminate issues in bioethics as they bring philosophical theory to life.
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