Diversity in the College Classroom: Knowing Ourselves, Our Students, Our Disciplines

Diversity in the College Classroom is a collection of first-person narratives by multi-disciplinary faculty at the most racially diverse campus in the University of Wisconsin System. It reveals the complex, interior lives of college professors: how their experiences inform their teaching, relationships with students, and experimentation with innovative pedagogical approaches. All of the writers completed UW-Parkside’s Summer Institute: Infusing Diversity into the Curriculum. The starting point was looking within.

"Recent events at colleges and universities across the country have demonstrated that our campuses are fraught with tension around race, ethnicity, immigrant status, gender, sexuality, and all forms of perceived difference. Diversity in the College Classroom is a smart and timely response to how we ensure that ALL students are included and accepted at the college or university of their choice. Hopefully, faculty, administrators, and staff will make it a must read.” -Gloria Ladson-Billings, School of Education, University of Wisconsin-Madison; author of Beyond the Big House and The Dreamkeepers

“This book is for postsecondary educators who are willing to take their masks off and confront themselves in a spirit of revolutionary self-reflection in the very same manner as the contributors to this volume…. the authors’ willingness to publicly check themselves, as they invite their learners to do the same in a spirit of mutual solidarity, is incredible.” -René Antrop-González, Metropolitan State University; author of Schools as Radical Sanctuaries

“The counternarratives included in this book reveal the profound difference between teaching from a discipline and teaching from the heart. At a time when educators are beleaguered and dispirited, you will be as heartened as I am by these stories of courage and renewal.” —Parker J. Palmer, Center for Courage & Renewal; author of The Courage to Teach, Healing the Heart of Democracy, and several other books

Out of the Shadows: Fostering Creativity in Teacher Education Programs

Out of the Shadows: Fostering Creativity and Teacher Education Programs is a culmination of five years of research into the role teachers have played in nurturing the world’s greatest artistic minds. The study focuses on the evolution of creativity in teaching practices and finds that many methods are as relevant in today’s classrooms as they were ten thousand years ago. The ancient Chinese used a painting style known as Moku-Chi to nurture the creativity of their children. They were encouraged to splash ink freely across rice paper, using broad, abandoned strokes to find inspiration.

This book fuses ancient and modern techniques to inspire teachers and their students.

We encourage teachers of today to learn from the lessons of the past. With a focus on Australian Aboriginal and Chinese arts and culture, comprehensive learning models and innovative teaching approaches aim to improve the art education in primary and secondary schools.

Enabling Reflective Thinking: Reflective Practices in Learning and Teaching

This book provides a comprehensive look at all levels of teaching and learning, especially for those interested in discovering how to provide activities that will enhance reflective practices in teaching and enable students' learning. This collection investigates PhD supervision, an intervention program in writing practices, developing mindfulness in diverse student cohorts, and the application of online practices.

The value of this collection is not only the specific content of each study but also the willingness of all contributors to share their outstanding practice in ways that others may replicate within their own future teaching experiences. The mandala designed for the cover of this collection is by Australian artist Belinda Allen, who depicts this cyclic metacognitive action as a metaphor for reflection practice and critical reflection. The authors hope this collection provides the reader with the motivation to develop self-efficacy not only within their students, but also within themselves and their learning communities.

The editors, Kathryn Coleman and Adele Flood, have gathered writers from across disciplines who employ reflective practice strategies in their teaching. Academics and teachers provide readers not only with a variety of approaches but they also interweave theory with examples of learning opportunities, as well as personal and/or collaborative activities that can be adapted to any learning space.