International Journal of Transformative Teaching and Learning in Higher Education
ORCID
Hyunjin Jinna Kim https://orcid.org/0000-0002-3977-8667 Rose Tirotta-Esposito https://orcid.org/0000-0003-1532-1942
Submission Category
Research Brief
Abstract
The national and global demographic trends call for attention to advance efforts in diversity, equity, and inclusion (DEI) in U.S. higher education. Incorporating DEI initiatives in higher education institutions (HEIs) is more important than ever as accelerated globalization increases student mobility. Implementing effective and inclusive pedagogical approaches in higher education classrooms is also more emphasized as meeting students’ diverse needs is proven to increase students’ engagement, achievement, retention, and even sense of belonging (Barnett, 2020; Kim et al., 2023a; Maguire et al., 2017). This brief paper presents preliminary findings of the data collected from a Faculty as Inclusive Teaching Ambassador (FITA) program, sponsored by the Stony Brook University Presidential Mini-grants for Departmental Diversity Initiatives. Initial analysis of the data suggests the importance of establishing a community of practice in HEIs and provides directions for future program development and research.
License Information
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License (CC BY-NC-ND 4.0).
Recommended Citation
Kim, Hyunjin Jinna; Tirotta-Esposito, Rose; Colón, Luis; and Zhang, Yi
(2025)
"Faculty as Ambassadors of Diversity Initiatives: Promoting Inclusive Pedagogy through Innovative Professional Development Program and Community of Practice,"
International Journal of Transformative Teaching and Learning in Higher Education: Vol. 1:
Iss.
1, Article 1.
Available at:
https://commons.library.stonybrook.edu/ijttl/vol1/iss1/1
Included in
Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons