Recommendation 3: Encourage culturally-responsive teaching strategies, including anti-racist pedagogy. Provide professional development and other resources to support the adoption of such a pedagogy. Rationale: In June of 2020, more than 200 full-time faculty members signed their names to the “Trinity University Faculty Statement in Solidarity with Black Lives Matter” (see Appendix D) and pledged “to incorporate anti-racist pedagogy and thinking in our classrooms, research, and service.” This letter and the overwhelming support from 80% of faculty necessitate that the university: (1) expand professional development programming on anti-racist pedagogy; (2) hold faculty and departments accountable for update existing practice; (3) expect and reward efforts, as expressed in the statement, to “improve the lives of our Black community members” as well as other marginalized community members. Since most professors maintain autonomy over what and how they teach, it remains difficult to mandate course content and pedagogy. However, according to Villalpando (2002), students of diverse backgrounds are most satisfied with faculty who employ methodologies and teaching approaches that respect and include cultural differences. Engaging faculty in conversations about the well-documented outcomes associated with incorporating multiculturalism into curricula and pedagogy may prompt an important culture change among students, teaching staff, and faculty. Stakeholders: Faculty, Teaching Staff, Department Chairs, University Administration Recommended Actions
Performance Indicators
Responsible Parties
The Collaborative Center for Learning and Teaching office will provide ongoing pedagogical professional development for faculty around culturally-responsive and anti-racist pedagogy.
CLT workshops developed for culturally-responsive and antiracist pedagogy
Director of the Collaborative Center for Teaching and Learning, Associate Vice President for Academic Affairs: Curriculum and Faculty Development, , Vice President for Diversity, Equity, and Inclusion
Launch an Inclusive Pedagogy Fellowship in which faculty members are selected to assume a leadership role in building expertise in diversity, equity, and inclusion approaches and leading workshops for their peers in the Collaborative Center for Learning and Teaching.
Selection of fellows annually and workshops developed
Director of the Collaborative Center for Teaching and Learning, Associate Vice President for Academic Affairs: Curriculum and Faculty Development, Vice President for Diversity, Equity, and Inclusion
Revise faculty merit rubrics so that to “meet expectations” for teaching, a faculty
100% of departmental merit
Individual Faculty; Department Chairs;
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