2021 NVU Summer Inclusive Pedagogy Institute
Through the support of the Title III grant, the Center for Teaching and Learning provided resources and a small stipend for faculty to explore the following aspects of course and syllabus design:
- Culturally responsive and antiracist pedagogies
- Course policies and syllabus front matter
- Universal Design for Learning
- Course accessibility
- Open-access resources
- Inclusive uses of technology
- Facilitating challenging conversations in the classroom
- Strategies for encouraging student learning outside of a policing context
“Nothing motivates the need for inclusive pedagogy more than examining cases where traditional pedagogical practices fail—and why. The discussions in this course, representative of a variety of experiences from a diverse set of skills and backgrounds, made me think about my own approaches to teaching—and my biases toward how students should learn—in new ways.”
-Bradley Beth, Assistant Professor of Mathematics and Computer Science
High Impact Classroom Experiences:
- Funding for actor and director Woody Fu was allocated so Fu can visit Isaac Eddy’s improv class to lead a session on improv acting and the session will be open to the public online. Woody is known for Lucky Grandma (2019) Pose (2018) and Roy Wood Jr.: The Avenging Ones (2019).
- Funding for a new virtual student orientation program through Swiftkick was provided. The program’s goals were to: Connect First-Year Students to the university mission, vision, and core values; Build strong connections between First-Year Students; Provide specific strategies to excel within the first 90 days of school.
- The grant provided funding for 20 students to virtually attend the International Symposium of Electronic Art with Associate Professor Sean Clute.
- The grant brought a virtual program called the Mystery Feast to NVU increase student engagement around the very important topic of systemic racism.
- Copies of X+Y A Mathematician’s Manifesto for Rethinking Gender by Eugenia Cheng were purchased as a supplemental text for Pre-calculus students. The approach taken by the author allowed students the opportunity to see how societal issues can be viewed through a mathematical lens, and how the mathematical thinking process can be used to seek the consistency of logic that allows calling foul on poor, inconsistent, presumption-based analyses that are far too common.