How do you picture a professor?
The Book
Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning is a brand new multidisciplinary collection of evidence-based insights and intersectional teaching strategies crafted by and for college instructors who inspire transformative student learning while challenging stereotypes about what a professor “looks like.”
Table of Contents
Introduction
Introduction. Jessamyn Neuhaus, “Embodied Identity, Empowered Pedagogy, and Transformative Learning”
The First Day: Strategies for Starting Strong
Chapter 1. Sheri Wells-Jensen, Emily K. Michael, and Mona Minkara, “How Blind Professors Win the First Day: Setting Ourselves Up for Success”
Chapter 2. Jesica Siham Fernandez, “Critical Reflexivity as a Tool for Deconstructing Student Biases about What a Professor Embodies”
Chapter 3. Kelly E. Theisen, “Commonalities and Research: A One-Two Punch to Combat STEM Fears and Biases on the First Day of Class”
Chapter 4. Reba Wissner, “Where’s the Professor? First-Day Active Learning for Navigating Students’ Perceptions of Young Professors”
Making Connections: Strategies for Building Trust and Rapport with Students
Chapter 5. Breanna Boppre, “Using Experiential Learning to Humanize Course Content and Connect with Students”
Chapter 6. Fen Kennedy, “Collaborative Rubric Creation as a Queer, Transgender Professor’s Tactic for Building Trust in the Classroom”
Chapter 7. Melissa Eblen-Zayas, “Reflect to Deflect: Using Metacognitive Activities to Address Student Perceptions of Instructor Competence and Caring”
Chapter 8. Rebecca Scott, “Reframing Academic Expertise Through Vulnerability and Metacognition”
Chapter 9. Erik Simmons, “Black Man in a Strange Land: Using Principles of Psychology and Behavior Science to Thrive in the Classroom”
Anti-Racist Pedagogies: Strategies for Increasing Equity
Chapter 10. M Gabriela Torres, “Beyond Making Statements: The Reflective Practice of Becoming an Anti-Racist Educator”
Chapter 11. Chanelle Wilson and Alison Cook-Sather, “Rippling the Patterns of Power: Enacting Anti-Racist Pedagogy with Students as Co-Teachers”
Chapter 12. Jacinta Yanders and Ashley Joetta, “Beyond ‘Good Writing:’ Enacting Antiracist Policies in Academic Writing”
Teaching with Our Whole Selves: Strategies for Instructional Authenticity and Pedagogical / Professional Success
Chapter 13. Donna Mejia, “The Superpowers of Visual Ambiguity: Transfiguring My Experience of Colorism and Multi-Heritage Identity for Educational Good”
Chapter 14. Sarah Mayes-Tang, “Sharing Our Stories to Build Community, Highlight Bias, and Address Challenges to Authority”
Chapter 15. Celeste Atkins, “Teaching Up: Bringing My Blackness into the Classroom”
Chapter 16. Chavella Pittman, “Strategizing for Success: Women Faculty of Color Navigating Teaching Inequities in Higher Ed”
The Bonus Material
By Jessamyn Neuhaus
The Authors
Dr. Ashley JoEtta
Assistant Professor of Interdisciplinary Arts and Sciences, University of Washington-Bothell
Visit Ashley JoEtta’s website
Dr. Fen Kennedy
Assistant Professor of Dance, University of Alabama
Visit Fen Kennedy’s website
Donna Mejia
Chancellor’s Scholar in Residence, Renee Crown Wellness Institute, and Associate Professor of Theatre & Dance, University of Colorado Boulder
Visit Donna Mejia’s website and visit her on Instagram @proudnerddonna
Poet, Writing Instructor, and Poetry Editor at Wordgathering: A Journal of DIsability Poetry and Literature
Dr. Sheri Wells-Jensen
Associate Professor, Linguistics/TESOL Bowling Green State University
Visit Sheri Wells-Jensen’s website
