Inclusive Teaching, Dr. Bryan Dewsbury

As we know, there exists an array of student experiences in education. Research suggest that graduation rates are lower for underserved students, particularly those in STEM fields. Some students might find themselves experiencing microaggressions or disparities in the classroom and in the community. The first step to bettering their learning experiences is to understand those disparities and the experiences of the students, and offer a more welcoming environment for students to succeed and create a sense of belonging.

In addressing these inequities, we have invited Dr. Bryan Dewsbury to come and speak with us on the topic of inclusive pedagogy. Dr. Dewsbury defines inclusive pedagogy as a "philosophy of teaching that provides equal opportunities for all students to have a successful learning experience". In addition, Dr. Dewsbury will share a series of teaching practices that could help underserved students to succeed. Are you interested in learning these tools? Come along and join the conversation!

Bryan Dewsbury, PhD

Bryan Dewsbury is an Associate Professor of Biology at the University of Rhode Island. He is the Principal Investigator of the Science Education And Society (SEAS) research program where as a team they blend research on the social context of teaching and learning, faculty development of inclusive practices and programming in the cultivation of equity in education. He is also a Fellow with the John N. Gardner Institute where he assists institutions of higher education cultivate best practices in inclusive education. He was born and raised in Trinidad and Tobago. He immigrated in 1999 and attended Morehouse College for his Bachelor of Science in Biology after which he attended Florida International University for a Masters’ and PhD also in Biology. From there he transitioned to URI where his research focuses on inclusion and equity. Among his many publications is his 2019 piece “Deep Teaching in the STEM classroom” (CSSE) that recentralizes dialogue as the basis for good teaching. He has conducted faculty development and given plenary addresses on this topic to over 50 institutions of higher education, corporations and K12 institutions across North America.