Facilitating inclusive and equitable curricular changes: A case study of embedded librarianship in a faculty learning community

Abstract

This article explores the case study of an embedded librarian in a faculty learning community (FLC) dedicated to inclusive and equitable pedagogy. By embedding in a faculty learning community that focuses on revising a syllabi to be more inclusive and equitable, the libraries are able to affect change at the curricular level and create stronger impact than traditional course embedding. This FLC was designed to provide faculty with resources across multiple support offices which led to continuity and sustainability for the program, furthering student success at the university.