Consistent with her mission to promote robust, inclusive citizenship, Mallory approaches her teaching and mentorship with the goal of helping students from diverse backgrounds develop their capacities to critically analyze and engage with their respective political, civic, and professional communities.
She aims to equip her students not only with knowledge of the American political system, but also with skills that will allow them to successfully navigate and change their institutions and communities for the better once they leave the classroom. To that end, Mallory designs classes that bridge traditional academic approaches with applied reading, research, and writing. She is committed to providing opportunities for research and professional development to students underrepresented in both political and academic life.
She aims to equip her students not only with knowledge of the American political system, but also with skills that will allow them to successfully navigate and change their institutions and communities for the better once they leave the classroom. To that end, Mallory designs classes that bridge traditional academic approaches with applied reading, research, and writing. She is committed to providing opportunities for research and professional development to students underrepresented in both political and academic life.
What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching
(with Tracie Marcella Addy, Derek Dube, and Khadijah A. Mitchell), 2021, Stylus Publishing
Jennifer Frederick, Executive Director, Poorvu Center for Teaching and Learning, Yale
"The authors have created an essential resource for college instructors by bridging the gap between theory and practice. Their practical, adaptable guidance is informed by a national faculty survey and integrated with evidence from the educational literature. The book addresses why inclusive teaching matters and goes beyond classroom practices to consider inclusive institutional culture. Instructors and administrators at all types of institutions will benefit from this timely approach to a critical topic."
Catherine Ross, Executive Director, Center for Teaching and Learning, Columbia
"This book is a timely and extraordinarily comprehensive resource for supporting instructors who wish to engage with inclusive teaching. Every facet of what makes teaching inclusive is unpacked and brought to life with quotes and examples from real instructors across different disciplines and institutional contexts, and the reflection questions embedded within each section create a natural way for instructors to engage more deeply with the text and think about applications in their own teaching. No stone is left unturned in connecting the practices shared and the research on why and how those practices support inclusion, making this a most valuable resource for instructors at any stage in their teaching careers."
(with Tracie Marcella Addy, Derek Dube, and Khadijah A. Mitchell), 2021, Stylus Publishing
Jennifer Frederick, Executive Director, Poorvu Center for Teaching and Learning, Yale
"The authors have created an essential resource for college instructors by bridging the gap between theory and practice. Their practical, adaptable guidance is informed by a national faculty survey and integrated with evidence from the educational literature. The book addresses why inclusive teaching matters and goes beyond classroom practices to consider inclusive institutional culture. Instructors and administrators at all types of institutions will benefit from this timely approach to a critical topic."
Catherine Ross, Executive Director, Center for Teaching and Learning, Columbia
"This book is a timely and extraordinarily comprehensive resource for supporting instructors who wish to engage with inclusive teaching. Every facet of what makes teaching inclusive is unpacked and brought to life with quotes and examples from real instructors across different disciplines and institutional contexts, and the reflection questions embedded within each section create a natural way for instructors to engage more deeply with the text and think about applications in their own teaching. No stone is left unturned in connecting the practices shared and the research on why and how those practices support inclusion, making this a most valuable resource for instructors at any stage in their teaching careers."
Syllabi available on request
Duke University
PUBPOL 495/496: Honors Seminar (undergraduate)
PUBPOL 902: Social Choice and the Political Economy of Policymaking (PhD seminar)
Lafayette College
GOVT 101 Intro to American Politics
GOVT 215 Campaigns and Elections
GOVT 218 Politics of Public Policy (writing seminar)
GOVT 317 Inequality and the American State (writing seminar/survey experiment lab)
GOVT 421 American Political Economy (senior seminar)
Duke University
PUBPOL 495/496: Honors Seminar (undergraduate)
PUBPOL 902: Social Choice and the Political Economy of Policymaking (PhD seminar)
Lafayette College
GOVT 101 Intro to American Politics
GOVT 215 Campaigns and Elections
GOVT 218 Politics of Public Policy (writing seminar)
GOVT 317 Inequality and the American State (writing seminar/survey experiment lab)
GOVT 421 American Political Economy (senior seminar)
