Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom

Educators realize the need to provide an inclusive, safe environment in a diverse classroom setting to encourage discussion of sensitive topics. However, descriptions of evidence-based approaches that may help us to meet inclusive pedagogy–related competencies are limited. Here, we describe a discus...

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Autores principales:	Sumali Pandey, Patricia Wisenden, Whitney R. Shegrud
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/beda03d86daa41beb6047fb27eab989f
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spelling	oai:doaj.org-article:beda03d86daa41beb6047fb27eab989f2021-11-15T15:04:43ZUsing Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom10.1128/jmbe.v21i1.20691935-78851935-7877https://doaj.org/article/beda03d86daa41beb6047fb27eab989f2020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.2069https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Educators realize the need to provide an inclusive, safe environment in a diverse classroom setting to encourage discussion of sensitive topics. However, descriptions of evidence-based approaches that may help us to meet inclusive pedagogy–related competencies are limited. Here, we describe a discussion format that followed chapter readings from a nonfiction biographical book called Mountains beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World (2003), by Tracy Kidder. This semester-long effort allowed sufficient time for students to develop an understanding of global public health affairs and to reflect on their own role in this world as responsible citizens. A discussion around several sensitive issues emerged, such as the extent of their belief in faith versus science, their opinion on providing financial aid to developing countries versus addressing public health issues in their home country, stereotypes and how that may spread panic during a public-health emergency. The student essays provided evidence that activities were successful in 1) drawing out students’ voices about world affairs, 2) teaching students to empathize with varied belief systems, 3) helping students develop a deeper appreciation of empirical and ethical factors that may affect such issues—all of which are key competencies for an inclusive classroom setting. We believe that the activities are flexible in structure and could be easily incorporated into a biology or liberal arts classroom setting to achieve inclusive pedagogy–related goals.Sumali PandeyPatricia WisendenWhitney R. ShegrudAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Sumali Pandey Patricia Wisenden Whitney R. Shegrud Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom
description	Educators realize the need to provide an inclusive, safe environment in a diverse classroom setting to encourage discussion of sensitive topics. However, descriptions of evidence-based approaches that may help us to meet inclusive pedagogy–related competencies are limited. Here, we describe a discussion format that followed chapter readings from a nonfiction biographical book called Mountains beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World (2003), by Tracy Kidder. This semester-long effort allowed sufficient time for students to develop an understanding of global public health affairs and to reflect on their own role in this world as responsible citizens. A discussion around several sensitive issues emerged, such as the extent of their belief in faith versus science, their opinion on providing financial aid to developing countries versus addressing public health issues in their home country, stereotypes and how that may spread panic during a public-health emergency. The student essays provided evidence that activities were successful in 1) drawing out students’ voices about world affairs, 2) teaching students to empathize with varied belief systems, 3) helping students develop a deeper appreciation of empirical and ethical factors that may affect such issues—all of which are key competencies for an inclusive classroom setting. We believe that the activities are flexible in structure and could be easily incorporated into a biology or liberal arts classroom setting to achieve inclusive pedagogy–related goals.
format	article
author	Sumali Pandey Patricia Wisenden Whitney R. Shegrud
author_facet	Sumali Pandey Patricia Wisenden Whitney R. Shegrud
author_sort	Sumali Pandey
title	Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom
title_short	Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom
title_full	Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom
title_fullStr	Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom
title_full_unstemmed	Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom
title_sort	using student-led discussion and reflection of a public health–related nonfiction book as a tool to encourage inclusive pedagogy in an undergraduate classroom
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/beda03d86daa41beb6047fb27eab989f
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Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom

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