In our quest to be student-centered, we can end up making choices that overwhelm us with their unsustainability. That is, it's easier to be a "sage on the stage" than it is to meet students where they are. In this session, we'll discuss how to stay student-centered while avoiding burnout.
In this workshop/discussion, we'll begin by sharing experiences around inclusive, student-centered teaching. Attendees will be invited to share intentional changes they have made in their courses to decrease learning barriers while increasing scaffolding, belongingness, and active learning. Then, we'll move on to considering how these choices, while evidence-based, require much more time, effort, and intentionality than more traditional teaching approaches. This increased effort will be examined using an intersectional lens that considers the various identities we hold as faculty members that complicate our ability to sustain inclusive pedagogy. Registration Link