Diversity by design: Broadening participation through inclusive teaching

Abstract

Although community colleges are increasingly diverse, student outcomes across demographics are not necessarily equitable, nor does the representation of student demographics in a given class always reflect the diversity of the greater institutional student population. To achieve colleges' stated diversity and equity goals, we must broaden participation in our classrooms through inclusive teaching practices. This chapter shares the stories of four community college faculty change agents in STEM who have implemented inclusive teaching and broadening participation strategies. Specifically, the authors discuss how to build a sense of belonging, support classroom conversations on diversity, incorporate diverse perspectives into curricula, and broaden the participation and success of all students. Finally, the authors recommend actions for individual faculty, faculty communities of practice, institutions, and surrounding communities to spur culture change and help achieve diversity and equity through inclusion.

Turning the page: The importance of faculty‐led book clubs

“…In addition, it introduced faculty to active learning strategies (see Chapter 5 by Goering et al. (2022) in this volume), metacognitive techniques (see Chapter 1 by Voorhees et al. (2022) in this volume), and effective study skills for their students.…”

“…The goals of this book club included introducing faculty to methodologies that would improve student success and retention. In addition, it introduced faculty to active learning strategies (see Chapter 5 by Goering et al (2022) in this volume), metacognitive techniques (see Chapter 1 by Voorhees et al (2022) in this volume), and effective study skills for their students. Each group session started with a brief introduction, followed by breakout-room discussions prompted by specific questions.…”

Power and potential: Engaging adjunct faculty as leaders and agents of change

“…When I learned from SAGE 2YC about using Scientist Spotlights to support science identity formation, I had to try them. My students loved them-this spurred me to develop a Student-Created Spotlight assignment (see Chapter 5 by Goering et al (2022) in this volume). I hope that as I share my approach at upcoming conferences, colleagues at other colleges will be empowered to adopt Spotlights.…”

Better together: Using course outcome data and learning communities to foster institutional change

“…While a multitude of factors can contribute to students’ success in a course, instructors can use strategies to maximize students’ chances of success (Habley et al., 2012). Armed with the understanding that much work had to be done, geology faculty participated in SAGE 2YC professional development from January through December 2020 to learn more equity‐minded, research‐based teaching techniques (Eddy et al., 2021; also see Chapter 5 by Goering et al., 2022). Over a 12‐month period, geology faculty, along with teams of STEM faculty nationally, attended virtual SAGE 2YC Zoom workshops on a variety of topics that supported the program goals.…”