Teachin' It!

"How can I tailor instruction to redress the wide variety of gaps in student content knowledge and college skills while simultaneously holding all students to high academic standards?"

"How can I create inclusive classrooms where the diverse perspectives and approaches of all students—especially those from backgrounds different than my own—are illuminated and valued?"

Teachin’ It! is a hands-on guide to cutting-edge research and classroom strategies that redress the graduation gap in community and open-access colleges. Drawing from the author’s 30 years in the education field as a math and college skills instructor, teacher educator, and researcher, this book describes an asset-based model that bolsters the success of all students, especially those underrepresented with 4-year degrees. These include students of color, first-generation college students, LGBTQ+ students, and students with disabilities. Readers will discover new strategies to create equitable, engaging, interactive classroom environments where students from all backgrounds feel safe to take risks, make mistakes, share their unique approaches and perspectives, and develop their own identities as powerful lifelong learners. Topics include inquiry-based learning, implicit bias, growth mindset, stereotype threat, scaffolding, college and career skills, and a community of learners.

Book Features:

• Illustrates how instructors can disrupt larger systemic inequities by creating safe, interactive learning environments where all students develop as adult learners.
• Translates complex education theory and neuroscience research using real-life classroom examples and student and instructor narratives.
• Demonstrates over 50 strategies that instructors can pilot the very next day in their own disciplines and classrooms, and explains the reasons why these strategies work.
• Draws from the author’s own classroom and research experiences to illustrate how to effectively implement Stanford’s academic mindset strategies.

Felicia Darling is an instructor in the College Skills Department at Santa Rosa Junior College. Dr. Darling is also a researcher and scholar around issues of equity and education.

“Dr. Darling and her colleagues, sometimes through difficult-to-hear examples, describe the challenges facing community college instructors in being responsive to multiple expectations and needs.”

—Teachers College Record

"Felicia Darling’s Teachin’ It! is a wonderful guide for community college instructors seeking to reexamine their teaching approaches. Darling is a passionate and well-respected instructor. Teachin’ It! is a must-read for faculty who strive to become better teachers!"
―Frank Chong, president, Santa Rosa Junior College and former deputy assistant secretary for Community Colleges at the United States Department of Education

"This book is a must-read for any college instructor. It communicates important research and ideas that can transform classroom environments and empower students to succeed."
—Jo Boaler, professor, Stanford Graduate School of Education

“Darling's new book is a bold and challenging vision for educators at all levels. While there are no easy answers, this book offers much to think about to those serious about providing our highly diverse student populations with equitable opportunities to succeed and prosper."
―Claude Goldenberg, professor emeritus, Stanford University

“Teachin’ It! is an invaluable guide for college instructors who want to attain higher levels of student engagement and achievement. It is a must-read for all educators interested in assisting historically underrepresented populations to reach the finish line.”
― Elaine C. Collins, president, Northern Vermont University

Contents

Preface vii

Acknowledgments ix

Introduction 1

1. Educators Are Experts, Improvisational Artists, Researchers 5
Instructors Are Experts and Improvisational Artists 5
Instructors Are Researchers 8

2. Community College Students: Their Stories,  Challenges, and Resilience 13
Challenges Community Colleges Face 14
Student Identities, Backgrounds, and Intersectionality 15
Community College Students: Stories from the Edge 16

3. Instructor and Student Mindsets That Bolster Student Success 23
Instructor Beliefs and an Equity Mindset 24
Fostering a Growth Mindset Classroom 26
Alleviating Stereotype Threat 37
Other Equity Moves 44

4. Ed Psych Theory 2.0 51
Four Approaches to Learning and Teaching 51
Five Key Theories for 21st-Century Learning and Teaching 56

5. 21st-Century Learning: Active, Inquiry-Based, Collaborative 71
Two Examples: One in English, One in Math 72
The Neuroscience Behind Interactive, Inquiry-Based Learning 77
Launching an Inquiry-Based, Interactive Learning Class 80
Principles, Practices, Preparation 81
Building a Community of Learners 90

6. Improving Retention and Engagement for First-Year  Black Male Students in Higher Education 104
Michael L. Washington
Discussing Marginalization 105
Institutional Challenges: Racial Demographics 106
Anti-Grit Narrative 108
Sociological Challenges 111
Psychological Challenges 113
Final Recommendations 115

7. Moving Beyond Access:  Cultivating College Skills and Persistence for Latinx Students 119
Victoria Christine Rodriguez
Introduction 119
Background—the Aspiration–Attainment Gap 121
Charters and School-Level and Policy Interventions 122
Case Study of Bay Area Charter School 124
Imposter Syndrome 125
Teaching Undergraduate Students 128
Five Strategies 130

8. Supporting the Success of Multilingual Students 132
Luz Navarette García
An Introduction to the Power of Language 132
A Crash Course in Language Development Theories 137
Nine Suggestions to Support Multilingual Learners 139

9. Teaching College and Career Skills in Ways That Dignify Students 142
Bolstering College and Career Skills 142
Supporting Students with Learning Disabilities 150
Providing Support for Anxiety, Stress, and Trauma 155

10. Beyond the Classroom 159
Toward the Next Course, Degree, Career, Life 159
Online and Hybrid Teaching and Learning 161
The Power of a Community of Practitioners 162

References 167

Index 179

About the Authors 193