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

Landry, Christie; Richard, Jacqueline M.; Layou, Karen M.

doi:10.1002/cc.20531

Cited by 9 publications

(16 citation statements)

References 13 publications

(18 reference statements)

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“…• Lead workshops with a modeling approach and support faculty learning communities by funding short-term inquiry groups, book clubs, and the like (see Chapter 11 by Landry et al 2022 in this volume). • Create mentoring programs: Faculty have a range of specialties and background knowledge.…”

Section: Faculty Communitymentioning

confidence: 99%

Diversity by design: Broadening participation through inclusive teaching

Goering

Resnick

Bradford

et al. 2022

New Drctns Community Coll

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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.

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Section: Faculty Communitymentioning

confidence: 99%

Diversity by design: Broadening participation through inclusive teaching

Goering

Resnick

Bradford

et al. 2022

New Drctns Community Coll

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“…Lynsey has also incorporated this information into a variety of sessions she has facilitated through her campus's Center for Teaching and Learning, including leading a book club on Saundra McGuire's book (see Chapter 11 by Landry et al. (2022) in this volume. )…”

Section: Changes Beyond the Classroommentioning

confidence: 99%

“…Share these resources and ideas with other faculty colleagues using Teams, your learning management system, or Slack, for example. Create an interdepartmental book club to read and discuss metacognition-related books and articles (see Chapter 11 by Landry et al (2022) in this volume). Engage with faculty who are excited and knowledgeable to encourage others to try using metacognition strategies, to grow the enthusiasm and support, and to maximize the impact.…”

Section: Recommendations For Facultymentioning

confidence: 99%

Successes with metacognition: Empowering faculty and transforming student learning

Voorhees

LeMay

Nagy

et al. 2022

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Bringing metacognition onto college campuses is a transformational experience for students and faculty as well as their institutions. In this chapter, we share a collection of metacognitive activities and describe their value in and outside of the classroom based upon our experiences in the community college setting. These activities are easily implemented and help students take ownership of their learning.

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“…This PD followed the SAGE 2YC Principles of Effective Workshop Design (SAGE 2YC, 2021b; https://serc.carleton.edu/sage2yc/workshop_design.html). As the culmination of our work each year, we were expected to lead a workshop or other PD event that would extend the reach of the SAGE 2YC program (Macdonald et al., 2019; see also Chapter 11 by Landry et al., 2022, in this volume).…”

Section: The Sage 2yc Workhop Approachmentioning

confidence: 99%