Inclusive Teaching in Postsecondary Education: The Positive Impact of Faculty Learning Communities

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Transformative Spaces: Faculty and Counterspaces Fostering Inclusion, Belonging, and Critical Care in Higher Education (Table 5)

Abstract

Inclusion and retention of diverse students persist as a major challenge in higher education. A key factor is the lack of training for faculty in inclusive pedagogy, leading to inequitable learning environments. This study investigates the transformative potential of Faculty Learning Communities (FLCs) in developing perceptions and practices of inclusive teaching. By applying Salazar et al.’s (2010) five dimensions of inclusive faculty practices, the results of semi-structured interviews with nine interdisciplinary faculty members highlighted that the FLCs have significantly contributed to faculty development by providing a supportive community, exposing faculty to diverse teaching practices and creating a safe space for open discussions on inclusive teaching. Additionally, the FLC experiences significantly impacted participants’ teaching practices by promoting self-reflection and collaborative experimentation.

Authors

• Farshad Ghasemi, University of Missouri

• Yejun Bae, Appalachian State University

• Hai T. Nguyen, University of Missouri

• Fan Yu, Arizona State University

• Natalia Franca, University of Missouri

• Damilola Daramola, University of Missouri

• Marcelle Siegel, University of Missouri