NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1117127
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0009-1383
EISSN: N/A
Promoting Student Academic Achievement through Faculty Development about Inclusive Teaching
Schmid, Megan E.; Gillian-Daniel, Donald L.; Kraemer, Sara; Kueppers, Mark
Change: The Magazine of Higher Learning, v48 n5 p16-25 2016
The achievement gap, disparities in the academic achievement of marginalized students (e.g., underrepresented minority, first generation in their family to attend college, and low socio-economic status undergraduate students) relative to their non-minority peers is a pervasive problem in higher education. It impacts student access to the major and discipline, and it ultimately negatively impacts workforce diversity. For many students, in particular those from underrepresented demographics, the current higher educational system is ineffective, unwelcoming, and even hostile or threatening. At the University of Wisconsin-Madison, faculty professional development on inclusive teaching has been shown to raise instructor awareness and increase their use of inclusive teaching practices. Madison Teaching and Learning Excellence (MTLE) is a professional development program for early career tenure-track faculty at the University of Wisconsin-Madison (UW-Madison). MTLE aims to improve undergraduate education by supporting faculty to be efficient and effective in teaching from the very beginning. Over the course of a year, each cohort of MTLE faculty fellows follows a curriculum designed to: (a) quickly connect fellows with the many specialized programs across campus that focus on teaching excellence; (b) facilitate the use of learner-centered and inclusive practices that enhance student learning; and (c) foster a cross=campus community of practice that serves them well beyond the fellows' time in MTLE. This focused professional development module presented in this article could be adapted by other institutions as part of a campus-wide approach to address educational inequities.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin (Madison)
Grant or Contract Numbers: N/A