Engaging Student Partners in Inclusive Teaching Practices and Content Facilitation in Exercise Science

Abstract

There has been an increased intentionality in academia to address issues of diversity, equity and inclusion (DEI). This case study shows efforts led by multiple experts, within an Exercise Science department, and their student partners to create a diverse and inclusive department. To address the project purpose, students were paired with faculty to complete work pertaining to that faculty member’s expertise. For the group to work cohesively, pairs had agency to determine their work’s trajectory. A monthly meeting was held with the whole group to provide updates and accountability on individualized work, consider how to further enhance student-faculty partnerships, and to support a collective vision for continued DEI work. While this work was conducted to meet the project purpose, the results are framed to explore the utility of the socio-ecological model in considering how student-faculty partnerships altered attitudes and intentions related to DEI within and outside of the classroom. The intrapersonal changes (e.g., individual attitudes and cognitions) of faculty and student partners, the interpersonal interaction changes (e.g., developing reciprocity, equalizing power dynamics), the organizational changes (e.g., departmental values, attitudes), and changes in involvement with the wider campus community (e.g., changed intentions to facilitate conversation/policy on campus) are explored.