Race, Equity, and Inclusive Pedagogies:

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Professional Learning – The term professional learning is being used to reframe what is traditionally labeled faculty development or professional development. Our approach includes not only faculty (full-time and adjunct) but also the advisors and other student support staff needed to address the whole student and effectively scale transformative change that is: 

  • Integrated – Faculty seamlessly connect students to information, resources, and services; services function as interconnected tools rather than stand-alone interventions. 
  • Personalized – Each student receives the type and intensity of support that they need based on meaningful interactions with faculty and staff. This requires that faculty and staff have a deep understanding of who students are. 
  • Sustained – students are supported throughout their experiences at Sinclair, particularly at key momentum points. 
  • Strategic – students are connected to the specific support they need, when they need them, and in the modality that is most effective and efficient. 

Key Evidence-Based Pedagogies:

  • Holistic Pedagogy – Recognizes the interplay between the cognitive and effective dimensions of learning and calls on all of us to address the whole student.

  • Culturally Responsive and Inclusive Pedagogies – Forms of constructivist and active learning that emphasize the social capital and cultural knowledge that diverse students bring to any learning experience and prioritizes the message that every student can learn and succeed. Suggested reading: Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, by Zaretta Hammond.

  • Culturally Sustaining Pedagogy - Developed after culturally relevant and responsive pedagogy, it fosters, centers, and sustains the ways of knowing and being of historically marginalized students throughout the entirety of their learning experiences.

  • Constructivist Pedagogy – Assumes that students bring pre-existing knowledge and attitudes with them. Learning happens as students grapple with new information, integrating what is new to them with prior knowledge in a process that involves interpreting, meaning making, collaboration, and taking ownership.

  • Inquiry and Problem-Centered Learning

  • Collaborative Learning 

  • Experiential Learning 

  • Integrative Learning 

  • Writing to Learn – a pedagogy in which writing is a thinking process and students build cognitive and communication skills through scaffolded and low-stakes writing assignments. 

Promising Evidence-Based Practices:

  • Open Educational Resources

  • Open Pedagogy – A commitment to learner-driven education and a process of shaping teaching approaches and using tools for learning that enable students to contribute by creating and sharing content.

  • Adaptive Digital learning Tools

  • TILT (Transparency in Learning and Teaching) Framework – This approach links high impact teaching and learning with a structured approach that helps students understand clearly articulate learning objectives and their relationship to long-term success.

  • Growth Mindset

Key High Impact Practices:

  • ePortfolios
  • Writing Intensive Courses 
  • Collaborative Projects
  • Undergraduate Research
  • Diversity and Global Learning 
  • Service Learning, Community-Based Learning, and Internships 
  • Capstone Courses and Projects 
  • Study Abroad 

Digital Pedagogy - The study and use of contemporary digital technologies in teaching and learning. Digital pedagogy can be applied to online, hybrid, and face-to-face learning environments.

Digital Transformation

Digital Agency – A term used to describe an individual’s ability to control and adapt to a digital world.

Digital Equity – A condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy, and economy. Necessary for civic and cultural participation, employment, lifelong learning and access to essential services.

Digital Ecosystem – a combination of programs and policies that meet a geographic community’s unique and diverse needs. Coordinating entities work together in an ecosystem to address all aspects of the digital divide, including broadband, devices, and skills.

Digital Inclusion – The activities necessary to ensure that all individuals and communities, including the most disadvantaged, have access to and use of information and communication technologies.

Digital Literacy – The ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.

The Digital Divide – The gap between those who have technology, hardware/software, and reliable internet and those who do not is often based on socio-economic status.

The Participation Gap – the notion that even if a learner has access to technology and infrastructure, they may not know how to use it based on specific need.

Media Maturity – One's ability to decide how much time to spend on digital tools, for which purpose, and always with a conscious and critical approach.

Pedagogy First Approach – In this approach, the focus shifts from whether to use technology to how we use it to enhance teaching and learning.

Universal Design for Learning (UDL) - Click here to learn more about the connections between UDL and culturally responsive and inclusive pedagogies.