This presentation will highlight innovative strategies an urban HBCU employs to intrusively instruct, advise, and mentor students from marginalized and diverse socioeconomic backgrounds. It will reveal the integration of “the village concept” as a culturally responsive approach to addressing intersectionality, diversity, equity, and inclusion in the context of instruction, research, and intervention. Specifically, the proposed research will examine the exploration, identification, and planning of a collaborative action between two academic units to promote and foster research scholars in the 21st Century using reflective pedagogical practices to improve the quality of the education and product of education. Gebarhard and Oprandy (1999) assert that one of the central reasons to employ reflective pedagogical practices is to 1) gain awareness of one’s teaching beliefs and practices and to learn, and 2) to see teaching differently in doing via learning to take actions that allows one to enhance the quality of learning opportunities teachers that are promoted in the academic spaces.

Authors:
Anita Bledsoe-Gardner, Johnson C. Smith University, United States
Jonathan Smalls, Johnson C. Smith University, United States
Alexis Lawson, Johnson C. Smith University, United States

About the Presenter(s)
Dr. Anita Bledsoe-Gardner is an Assistant Professor at Johnson C. Smith University in Charlotte, North Carolina.

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