Faculty beliefs, knowledge, and actions related to inclusive excellence

Abstract

In higher education, inclusive excellence has become a buzz word as universities grapple with how to increase their diversity and inclusion on their campuses. Inclusive excellence is defined as, "active, intentional, ongoing engagement with diversity in interpersonal relationships, in the curriculum, in the co-curriculum, and in the communities with which students, staff, and faculty connect" (AACU, n.d.). The purpose of this study was to explore and strengthen how faculty members understand and demonstrate inclusive excellence in their classrooms at a small Christian university. "Grace University" is a predominantly white, small, Christian University located in the northeast region of the United States. This action research study utilized qualitative methods to engage in deeply understanding the phenomenon of inclusive excellence within the specific context of "Grace University" (Glesne, 2011; Jencik, 2015). The first Cycle of this study found that although faculty are motivated to engage in inclusive excellence and believe it is important, the implementation of inclusive excellence across the campus was "spotty." Subsequently, a community of practice, known as the Inclusive Excellence in Teaching Academy, was executed with nine faculty members from diverse departments on campus. The academy strengthened the belief that inclusive excellence is a Christian value, the knowledge about what inclusive excellence is, and actions related to how to implement inclusive excellence in the classroom. The study also found that the community of practice had inherent value in itself as the participants found great support from the group. These findings may inform other Christian higher education institutions on how to implement a similar academy focused on strengthening beliefs, knowledge, and actions related to inclusive excellence.--Author's abstract