Bolstering Belongingness: Instructor Leadership Frameworks for Fostering Inclusion

Christina Leshko, SUNY Canton

Establishing a sense of belonging is a key mechanism through which students become engaged and stay committed to institutions of higher learning. Experiences that contribute to a sense of belonging are particularly integral for marginalized students. Underserved groups, such as those students identifying as BIPOC, LGBTQ+, non-traditional, persons with a disability, first-generation or economically disadvantaged, are more likely to question their social belongingness (Wolf et al., 2017). Members of these groups are also more likely to encounter unforeseen obstacles while pursuing educational goals. Faculty have opportunities to foster inclusive environments that may, directly and indirectly, contribute to student persistence and retention. This workshop provides an opportunity to discuss mechanisms for supporting inclusion as leaders in the classroom. Attendees will examine their classroom practices through the lens of both transformational and inclusive leadership frameworks. Attendees will also address specific barriers that underserved groups may encounter in their educational pursuits.

Enhancing Inclusivity Through a Praxis of Mutual Care

Lindsay Onufer and Lizette Muñoz Rojas, University of Pittsburgh
For attendees who have some experience with this topic

Although most institutions have returned to face-to-face instruction, faculty continue to encounter challenges as they attempt to address equity gaps and student disengagement. Identifying teaching strategies that are both feasible and beneficial in this context can be daunting. We propose that building caring relationships with students builds inclusive teaching practices that are mutually beneficial to faculty and students and can help address these teaching challenges. We will: define key characteristics of critical caring praxis: sharing power, cultivating community care, and fostering autonomy; describe how practices that cultivate reciprocal care benefit faculty and students; self-assess sustainability and scalability of care practices within a specific context; and strategize how to plan and implement adaptable and sustainable teaching strategies to cultivate mutual care in classes.

Meaningful First Steps in Doing Social Justice Pedagogy

Cynthia Cravens, University of Maryland Eastern Shore
For attendees who have some experience with this topic

Despite increased attention on social justice in higher education, underrepresented students often experience the classroom as unwelcoming and even hostile. Although theoretical and pedagogical research exists, what appears to be lacking are examples of concrete social justice pedagogy strategies that can be implemented in the classroom. This session describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design so instructors can assess their classroom environment and course content. A syllabus that signals belongingness, growth mindset, communal goals, clear and positive expectations, and sets a welcoming tone leads to greater student achievement.

Improving Student Success Through Equitable Academic Advising

Elizabeth Golba, Kettering College

The work of academic advisors typically consists of supporting students to make program related decisions to reach their career goals. However, according to Brooks’ (2017) Critical Theory of Love, this is insufficient in supporting the development of the whole student, especially when working with under-resourced students. As such, this presentation will discuss a qualitative research study involving the stories of eight students with limited resources. Using the findings of the study, the presentation will discuss strategies to engage in equitable academic advising to improve academic success among students who are under-resourced.