Date: April 29, 2022
Featured Speaker(s)
Dr. Liza Ann Bolitzer is Substitute Line, Assistant Professor at the Marxe School of Public and International Affairs of Baruch College, City University of New York. Her research and teaching focus on professional learning, and how faculty, institutional leaders and administrators can advance college students’ academic learning and professional development. Prior to joining the Baruch faculty, she was the project manager for MetroCITI: A Multi-Institutional Professional Development Institute at Teachers College, Columbia University. https://www.linkedin.com/in/lizabolitzer/
Forthcoming publication: Castillo-Montoya, M., Sotto-Santiago, S. & Bolitzer, L.A. (Forthcoming, Vol. 38) Reimagining Faculty Development: Activating Instructional Development for Diversity, Equity, and Inclusion. In L. Perna (ed) Higher Education: Handbook of Theory and Research. New York: Springer.
Co-authors bios: Dr. Milagros Castillo-Montoya is an Associate Professor of Higher Education and Student Affairs in the Educational Leadership Department at the Neag School of Education at the University of Connecticut. She also serves as the Assistant Director of Faculty Development at the Center for Excellence in Teaching and Learning (CETL), and as an Affiliate Faculty with El Instituto and with the Sustainable Global Cities Initiative. Dr. Castillo-Montoya studies teaching and learning in racially and ethnically diverse college classrooms, particularly culturally relevant teaching in higher education. https://education.uconn.edu/person/milagros-castillo-montoya
Dr. Sylk Sotto is the Vice-Chair for Faculty Affairs, Development, and Diversity in the Department of Medicine at Indiana University School of Medicine. She co-chaired the school’s Diversity Council; serves on numerous institutional committees; and teaches several courses in research ethics, and culturally relevant practices in medicine. She is affiliated with IU Simon Cancer Center and the Indiana Clinical and Translational Institute. Her scholarship and research center on (in)equity in academic medicine. Her interests include faculty affairs and professional development; STEM/medical education; organizational leadership; and the intersection of health equity and research ethics. https://medicine.iu.edu/faculty/7371/sotto-sylk
Resources Shared
- Faculty Advancement References: Rodriguez JE, Campbell KM, Fogarty JP, Williams RL. Underrepresented minority faculty in academic medicine: a systematic review of URM faculty development. Family Medicine. 2014;46(2):100-4. AND Sotto-Santiago, S. Tuitt, F. & N. Saelua (2019). All Faculty Matter: The Continued Search for Culturally Relevant Practices in Faculty Development. The Journal of Faculty Development, 33(3), 83-93.
- Inclusive Excellence Examples in Higher Ed: here and here and further references here:
- AACU
- Addy, T. M., Reeves, P. M., Dube, D., & Mitchell, K. A. (2021). What really matters for instructors implementing equitable and inclusive teaching approaches. To Improve the Academy: A Journal of Educational Development, 40(1). https://doi.org/10.3998/tia.182
- Haynes, C. (2016) Critical and Inclusive Pedagogy: Why the classroom is all it’s cracked up to be. In F. Tuitt, C. Haynes & S. Stewart (Eds.) Race, Equity and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education Sterling (pp.1-8). Virginia: Stylus.
- Magalhaes, R. M., & Hane, E. (2020). Building Inclusive Classroom Practices: A Curriculum for Faculty Learning Communities Based on Metacognition. Journal of Faculty Development, 34(3), 124+.
- Bolitzer, L. A. (2021): “A Two-Way Street”: Adjunct faculty’s learning from and with students about subject matter. College Teaching. https://doi.org/10.1080/87567555.2021.1901067
- Castillo-Montoya, M., & Ives, J. (2020). A liberating education: Integrating funds of knowledge and disciplinary knowledge to create tools for students’ lives. In K.C. Culver & T. L. Trolian (Eds.), New directions for teaching and learning: Effective instruction in college classrooms: Research-Based approaches to college and university teaching, (164), 39-48, Wiley. https://doi.org/10.1002/tl.20422
- González, N., Moll, L., & Amanti, C.. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Lawrence Earlbaum Associates.
- Neumann, A. 2009. Professing to Learn. Baltimore, MD: Johns Hopkins University Press.
- Terosky, A., & Conway, K. (2020). Learning to change and changing to learn: Conceptions of teaching improvement through a faculty-centered lens. In L. W. Perna (Ed.), Higher Education: Handbook of Theory and Research, 35(?), 1-50.