LIMITED REGISTRATION EVENT

CITL is pleased to offer Memorial’s educator community the opportunity to participate in its inaugural Teaching and Learning Book Study. This fall, Gavan Watson, AVPA Teaching and Learning and Director, CITL will lead an exploration into the book: Inclusive Teaching: Strategies for Promoting Equity in the College Classroom (2022) by University educators Kelly A. Hogan and Viji Sathy.

Are you a curious educator (a tenured, tenure-track, teaching-term, regular-term or per-course instructor) at Memorial with an interest in enhancing your classroom practices? Are you looking to explore what inclusive teaching practices and structures look like in the “real life” University classroom? If so, consider joining 11 other colleagues in this book study.

By signing up for the book study you agree that you will attend all scheduled book study meetings (four dates across the Fall 2022 semester). Participants will be selected on a first-come, first-served basis.

Things you need to know:

• You will read, explore and collaboratively discuss the book Inclusive Teaching by Kelly Hogan and Viji Sathy;
• Registration is limited to 12 participants;
• A copy of Inclusive Teaching will be provided at no cost; and
• The group will meet in-person for up to 90 minutes, four times this fall (all sessions scheduled for Tuesdays, 1:30-3:00pm)

Study schedule:

• September 27 – Preface, Chapters 1 & 2 (61 pages)
• October 18 – Chapters 3 & 4 (56 pages)
• November 8 – Chapters 5 & 6 (90 pages)
• November 29 – Chapter 7 and book study closing (27 pages)

About the book:

This book promises to provide readers with practical guidance to “…make all students feel welcome and included.” Recently reviewed in Science, Inclusive Teaching is praised for “…translating the sometimes-dense literature of education research into clear, accessible, and actionable steps for instructors” by “…[weaving] firsthand accounts into the narrative, describing the continual improvements they have made in their teaching over their respective careers.” In summary, the book review author (Hsu, 2022) writes:

“The book addresses several underexplored, but critical, areas where instructors can play vital roles in promoting inclusion outside the classroom. A whole chapter, for instance, focuses on modeling inclusivity with students, including suggestions for proactively emailing struggling students; promoting transparency and sharing norms about office hours; reducing bias in grading; and providing structured feedback to encourage students. Similarly, another chapter is devoted to institutional change, discussing how instructors can reflect and document their inclusive teaching practices and use their efforts to advocate for change.”

Registration will be open until September 9, or until all spaces have been reserved.