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Phone: (843) 766-6635
Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Phone: (843) 883-3914
Wando Mount Pleasant Library
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Village Library
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Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Phone: (843) 889-3300
Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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Phone: (843) 552-6466
John L. Dart Library
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Baxter-Patrick James Island
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Main Library
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Bees Ferry West Ashley Library
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Phone: (843) 805-6892
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'It's Pedagogical and It's Selfish': How Classroom Policies Promote Inclusive Pedagogy, Student Success, and Faculty Legitimacy
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- Author(s): Ellen M. Whitehead; Mellisa Holtzman
- Language:
English- Source:
International Journal for the Scholarship of Teaching and Learning. 2024 18(1).- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: [email protected]; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/
- Peer Reviewed: Y
- Source: 9
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- ISSN: 1931-4744
- Abstract: Course policies around attendance and submission deadlines have documented impacts on student outcomes within college courses, yet our understanding remains limited of instructors' own motivations behind the policies they adopt. Drawing on in-depth interviews with 43 college instructors, we find that faculty emphasize both student-centered and instructor-focused considerations. Pedagogically, they create policies they believe will enhance student success, promote equity and inclusion, and enable students to account for the realities of life. But they also design policies they believe will make their job easier, positively impact students' perceptions of them, and align with gender role and tenure expectations. These findings have implications for faculty development and university efforts to support student success.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1428703
- Availability:
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