Abstract
At the All-Campus Forum in August 2016, President Mary Dana Hinton called for us to create an “ecosystem of inclusion” at the College of Saint Benedict and Saint John’s University (CSB/SJU). Faculty members’ work with students is central to creating such an ecosystem, but what do we mean by “inclusion?” In this essay, we provide an overview of our evolving understanding of “inclusive pedagogy,” as informed by our work administering and participating in multiple faculty development workshops funded by twin grants from the Andrew W. Mellon Foundation.1 “Faculty Formation to Support Liberal Learning for All” was awarded to CSB under principal investigator President Mary Dana Hinton. It is administered by Jean Keller and includes a cohort of humanities faculty members. “Faculty Development to Engage Increasingly Diverse Students” was awarded to SJU under principal investigator President Michael Hemesath. It is administered by Kyhl Lyndgaard and includes a cohort of First-Year Seminar faculty members. Both grants run throughout the 2015-2017 academic years.
Recommended Citation
Keller, Jean and Lyndgaard, Kyhl
(2017)
"A Brief Taxonomy of Inclusive Pedagogies: What Faculty Can Do Differently to Teach More Inclusively,"
Headwaters:
Vol. 30, 64-82.
Available at:
https://digitalcommons.csbsju.edu/headwaters/vol30/iss1/8