Teaching Inclusively: Resources for Course, Department & Institutional Change in Higher Education (New Forums Faculty Development) [Paperback]

Mathew L. Ouellett (Author)

Book Description

Publication Date: November 15, 2005 | Series: New Forums Faculty Development

Teaching Inclusively brings together a broad array of current "best practices" in the design, implementation, and assessment of multicultural change initiatives on college and university campuses. Readers will find that this volume advocates for more transparent connections between change initiatives at individual, departmental, and college-wide levels by highlighting the ways in which such practices and change goals can relate to and support each other, thus addressing a noticeable absence in the current available literature. The contributors to this volume present readers with a balance between theoretical models and demonstration projects that address change processes at three levels: individual courses, programs and departments, and across schools and institutions. In addition, there are descriptions of current, multi-year or multi-phase efforts at both departmental and organizational levels. Whenever possible, the contributors include their perspectives on important lessons learned from their efforts. Finally, we offer resource materials that promise concrete support for applications. Part I addresses models and perspectives that help to conceptualize, implement and assess diversity-related instructional and faculty development programs at the systemic level. Contributors offer models and descriptions of practices aimed at making transparent the values, beliefs, and goals that shape institutional and classroom climates. Note that in the context of this volume, "diversity" is deliberately defined broadly to encourage a more systemic approach to the analyses of and response to diversity-related issues. For many readers, this may offer new dimensions and greater texture to their current conceptualization of diversity. This section reflects the contributors’ interests in analytical tools and organizational frameworks useful in addressing individual, departmental, and institutional changes. Whenever appropriate, authors in this section identify a range of practical applications, such as course-based efforts in the major to courses that fulfill general education requirements. In Part II, contributors describe change initiatives that use departments (or programs) as the unit of analysis for diversity-related change efforts. In this section, readers will benefit from the descriptions and assessments of programs designed specifically to bring faculty and academic administrators together in cohorts to address diversity and teaching development goals within the disciplines in a sustained dialogue on diversity. Assessment of current efforts indicate that such initiatives illuminate the content, skills, and values necessary for sustained change and that such experiences can become important models for broader institutional change efforts. In Part III, the contributors discuss multicultural change efforts at the college or institutional level directed at creating and sustaining more inclusive teaching and learning communities. Additionally, contributors describe programs and practices useful in addressing diversity issues across the disciplines as well as within discipline-specific contexts. Particular emphasis is placed on understanding how can systematic multicultural organization change initiatives can support a departmental or campus-wide emphasis on teaching inclusively. These chapters offer rich descriptions of efforts at institutions learning how to address diversity-related initiatives in a sustainable, comprehensive manner. Such efforts can help others determine how best to assess their organization’s needs and strengths, and to determine what is needed in the larger environment to initiate and sustain successful pro-equity organizational change and innovations. Finally, Part IV pays particular attention to resources and program models particularly useful for faculty developers and centers. Contributors to this section provide a rich set of tools for self and course assessment, planning for new or revised pro

Editorial Reviews

Review

Teaching Inclusively is an excellent guide to one of the most important challenges that faces higher education today. --Thomas S. Edwards

Colleges and universities struggling with the challenges of an increasingly diverse and complex student body now have somewhere to turn. --Sonia Nieto

A unique and amazing gem among a crowded field of texts on multiculturalism in higher education! --Michael Omi

About the Author

Dr. Mathew L. Ouellett, the book's editor, is Associate Director of the Center for Teaching, University of Massachusetts Amherst. In this capacity, he works closely with faculty members, department chairs and deans to implement a broad range of teaching development and diversity related programs for faculty and graduate students across the disciplines. For the past ten years he has been responsible for the academic year-long faculty and graduate student teaching development fellowship, Teaching and Learning in the Diverse Classroom Faculty and Teaching Assistant Development Program. Dr. Ouellett has published a number of articles and book chapters on a broad range of research and teaching interests including: teaching inclusively, multicultural education, and organization development. Dr. Ouellett serves as an adjunct faculty member in the School of Education, University of Massachusetts Amherst where he regularly teaches EDUC 595K: Introduction to College Teaching. Additionally, he is a summer lecturer in the Smith College School for Social Work where he team teaches both required and elective courses on the implications of race and racism for social work practice in the United States. He is also regularly invited to present at regional and national faculty development institutes. Dr. Ouellett has most recently been the recipient of research support from the Ford Foundation, Annie E. Casey Foundation, and the Richard Nathan Trusts through the Institute for Gay and Lesbian Studies, Amherst, Massachusetts.

Product Details

• Paperback: 700 pages
• Publisher: New Forums Press (November 15, 2005)
• Language: English
• ISBN-10: 1581071132
• ISBN-13: 978-1581071139
• Product Dimensions: 8.9 x 5.9 x 1.8 inches
• Shipping Weight: 2.4 pounds (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (2 customer reviews)
• Amazon Best Sellers Rank: #1,654,819 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

1 of 1 people found the following review helpful:

5.0 out of 5 stars A Great Resource, July 12, 2006

By 

Donna Silver - See all my reviews

This review is from: Teaching Inclusively: Resources for Course, Department & Institutional Change in Higher Education (New Forums Faculty Development) (Paperback)

Matt Ouellett's book is a rich resource for those in higher education. What makes this book unique is that it defines "Teaching Inclusively" in the broadest possible sense, going beyond race and ethnicity to discussions on gender, sexuality, and disability. The articles provide both theoretical and practical tools for promoting change at multiple levels within higher education. From models of best practices in the classroom and for faculty development programs to theoretical frameworks for creating and sustaining inclusive teaching and learning environments within departments and institutions, this extensive collection of articles has much to offer faculty, faculty developers and administrators.

5.0 out of 5 stars Practically Helpful!, October 15, 2006

By 

Kristy M. Callihan (Colorado Springs, CO USA) - See all my reviews
(REAL NAME)   

This review is from: Teaching Inclusively: Resources for Course, Department & Institutional Change in Higher Education (New Forums Faculty Development) (Paperback)

Teaching Inclusively has been so helpful to me in the most practical sense. I am currently teaching Communication classes as an adjunct at a community college. I find myself devouring Part IV of the book. The importance of diversity in the classroom is explained so thoroughly and from every vantage point in this book. You get the faculty perspective and the student's perspective. It makes for a richer understanding. I am so enjoying this book that I am re-reading certain articles with a highlighter so that I do not miss a thought. My awareness in the classroom has expanded as a result of this book. I highly recommend this book to any faculty member wanting to be more effective in the classroom.