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245 1 0 _aTeaching Community College and Historically Underserved Students
_h[electronic resource] :
_bInnovative, Inclusive, and Compassionate Pedagogy /
_cedited by Melissa Dennihy, Zivah Perel Katz.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXXIII, 227 p. 13 illus. in color.
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336 _atext
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505 0 _aChapter 1: Introduction: Pandemic Pedagogy: Developing Innovative, Inclusive, and Compassionate Pedagogies During a Global Health Crisis -- Part I: Creating Community and Fostering Engagement in Physical and Virtual Learning Spaces -- Chapter 2: Moving Forward: The Evolution of Ungrading, Dialogical Conferencing, and Collaboration in Writing Classrooms -- Chapter 3: Creating Safe Spaces for Engagement in Blended Classrooms Using Interactive Technologies -- Chapter 4: Cultivating Student Voices: Multimodal Composing in Community College Classrooms -- Chapter 5: Science Labs for Diverse Non-Major Community College Students: Equitable Strategies Developed During the COVID-19 Pandemic That Promote Student Engagement, Science Interest, and Science Identity -- Part II: Diversity, Inclusivity, and Equity in Online and Face-to-Face Modalities -- Chapter 6: More Than Words: Student Participation in Blended Courses -- Chapter 7: Living and Learning in Crip Time: Neurodiversity and Universal Design After COVID-19 -- Chapter 8: Engaging the Black Box: Lessons from Remote Teaching That Foster More Inclusive Pedagogy -- Chapter 9: Access for All: Universal Design in Community College Classrooms -- Part III: Culturally Relevant and Compassionate Pedagogies -- Chapter 10: The Multi-Layered Crisis: Teaching the Pandemic, Police Violence, and Civil Unrest in Adult/Returning Classrooms on Chicago’s South Side -- Chapter 11: Harm Reduction Pedagogy: Developing a Pedagogy of Care During a Crisis -- Chapter 12: Grading In and Beyond the Time of COVID-19 -- Chapter 13: Communities of Correspondence: Compassionate Peer Review in a Post-Pandemic World -- Chapter 14: Advancing Care in Our Classrooms: An Inquiry of Curriculum-Based Emotional Support and Its Efficacy in Community College Classroom Settings -- Chapter 15: Conclusion: Forging New Paths: Applying Lessons from the Pandemic Period.
520 _a“This volume tracks the experiences of 17 educators blending creativity, pedagogical know-how, and tolerance for the unknown to foster college students’ learning and growth. Read with joy and hope, drawing out what these authors learned for our post-pandemic classrooms.” —Anna Neumann, Edward S. Evenden Professor of Education, Teachers College, Columbia University, USA “Forged from pandemic-era conditions and challenges and responsive to vital opportunities to empower through education, this excellent and valuable collection describes how pedagogies and best practices keenly relevant during the pandemic crisis have evolved to inform current teaching and learning in both physical and virtual modalities.” —Jeanie Tietjen, Professor of English, Institute for Trauma, Adversity, and Resilience in Higher Education, Massachusetts Bay Community College, USA This textbook develops and presents a new hybrid pedagogy that integrates the best practices of both face-to-face and online teaching within community colleges and other access-oriented institutions. Focusing specifically on historically underserved students, this text demonstrates how online pedagogy offers new and different approaches to learning, engaging, collaborating, and communicating which can also be adapted for face-to-face classrooms, creating an innovative blended pedagogy that builds upon both course experiences. Recognizing that higher education is at a unique turning point as the Covid-19 pandemic and its effects become endemic, this volume offers educators ways to forge new paths forward and prepare for future crises by learning how to maximize the possibilities of both face-to-face and online learning tools and approaches. Melissa Dennihy is Associate Professor of English and coordinator of Writing Across the Curriculum at Queensborough Community College, City University of New York, USA. Her research focuses on pedagogical practices in community college settings and online contexts. She has published widely in academic journals and books on topics including educational technology, culturally responsive pedagogy, and community college pedagogy. Zivah Perel Katz is Professor of English at Queensborough Community College, City University of New York, USA. Her publications include Service-Learning at the American Community College (co-edited with Amy E. Traver), as well as articles on film, literature, and community college pedagogy.
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