Learning Team 3 (LT3): Sources of Evidence
How do we assess progress in evaluation of inclusive teaching using a variety of evidence-based indicators and measures, with the aim of improving evaluation tools and processes over time?
We propose that our institutions do not have shared expectations, tools, and measures for evaluating inclusive excellence in teaching at the unit level (departments and divisions). In addition, the relationship between inclusive excellence as an aspiration and the principles of anti-racist, equity pedagogies are often fraught with tension. The two approaches place differing emphasis on the necessity of attending to the root causes of exclusionary practices. Our sense is that most institutions in our LCC have not yet determined data sources or data use practices that would be most meaningful to evaluate and catalyze action toward widespread inclusive teaching and equity pedagogies. Thus, our final project aims to gather assessment tools such that instructors and departments or other units may act with collective agency to unlearn exclusive, hierarchical, racist practices and to experiment with, assess, learn, and refine inclusive, equitable, anti-exploitative, and anti-racist pedagogies and curricula.