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
(from the publisher)
Inclusive instruction is teaching that recognizes and affirms a student's social identity as an important influence on teaching and learning processes, and that works to create an environment in which students are able to learn from the course, their peers, and the teacher while still being their authentic selves. It works to disrupt traditional notions of who succeeds in the classroom and the systemic inequities inherent in traditional educational practices.
--Full-time Academic professional, Doctorate-granting University, Education
This book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into a thematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed.
The authors asked the hundreds of instructors whom they surveyed as part of a national study to define what inclusive teaching meant to them and what inclusive teaching approaches they implemented in their courses. The instructors' voices ring loudly as the authors draw on their responses, building on their experiences and expertise to frame the conversation about what inclusive teachers do. The authors in addition describe their own insights and practices, integrating and discussing current literature relevant to inclusive teaching to ensure a research-supported approach.
Inclusive teaching is no longer an option but a vital teaching competency as our classrooms fill with racially diverse, first generation, and poor and working class students who need a sense of belonging and recognition to thrive and contribute to the construction of knowledge.
The book unfolds as an informal journey that allows the reader to see into other teachers’ practices. With questions for reflection embedded throughout the book, the authors provide the reader with an inviting and thoughtful guide to develop their own inclusive teaching practices.
By utilizing the concepts and principles in this book readers will be able to take steps to transform their courses into spaces that are equitable and welcoming and adopt practical strategies to address the various inclusion issues that can arise. The book will also appeal to educational developers and staff who support instructors in their inclusive teaching efforts. It should find a place in reflective workshops, book clubs and learning communities exploring this important topic.
(with Tracie Marcella Addy, Derek Dube, and Khadijah A. Mitchell), 2021, Stylus Publishing
(from the publisher)
Inclusive instruction is teaching that recognizes and affirms a student's social identity as an important influence on teaching and learning processes, and that works to create an environment in which students are able to learn from the course, their peers, and the teacher while still being their authentic selves. It works to disrupt traditional notions of who succeeds in the classroom and the systemic inequities inherent in traditional educational practices.
--Full-time Academic professional, Doctorate-granting University, Education
This book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into a thematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed.
The authors asked the hundreds of instructors whom they surveyed as part of a national study to define what inclusive teaching meant to them and what inclusive teaching approaches they implemented in their courses. The instructors' voices ring loudly as the authors draw on their responses, building on their experiences and expertise to frame the conversation about what inclusive teachers do. The authors in addition describe their own insights and practices, integrating and discussing current literature relevant to inclusive teaching to ensure a research-supported approach.
Inclusive teaching is no longer an option but a vital teaching competency as our classrooms fill with racially diverse, first generation, and poor and working class students who need a sense of belonging and recognition to thrive and contribute to the construction of knowledge.
The book unfolds as an informal journey that allows the reader to see into other teachers’ practices. With questions for reflection embedded throughout the book, the authors provide the reader with an inviting and thoughtful guide to develop their own inclusive teaching practices.
By utilizing the concepts and principles in this book readers will be able to take steps to transform their courses into spaces that are equitable and welcoming and adopt practical strategies to address the various inclusion issues that can arise. The book will also appeal to educational developers and staff who support instructors in their inclusive teaching efforts. It should find a place in reflective workshops, book clubs and learning communities exploring this important topic.
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
Intro to American Politics
Campaigns and Elections
Politics of Public Policy (writing seminar)
Inequality and the American State (writing seminar/survey experiment lab)
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
Intro to American Politics
Campaigns and Elections
Politics of Public Policy (writing seminar)
Inequality and the American State (writing seminar/survey experiment lab)
American Political Economy (senior seminar)
