In this review, I briefly delve into my experience as the co/instructor of record for courses at Syracuse University. Reflecting on successes, challenges, and innovative approaches, I analyze past experiences and inform and enhance future teaching practices, ensuring continued inspiration and empowerment of students at Syracuse University and beyond. Additionally, I will share valuable student feedback from these courses, providing insights into the impact of pedagogical strategies.
Course Title: EDU/DSP 203- Introduction to Inclusive Schooling (Spring 2024)
Course Description: Drawing on disability studies, Dis/Crit, and anti-racist theoretical frameworks, this course introduces examining schools and teaching from a critical perspective. Education always occurs in, comments upon, and helps form a cultural context. Some of the readings provide ways of developing that critical perspective. Others are narrative accounts of school practice (i.e., teaching and learning). The readings give insight into how schools can embrace diversity and foster student participation in learning. Course participants will examine multimedia and video portrayals of classrooms, school inclusion, and “non-tracked” schooling in several lecture sessions.
Reflection: Reflecting on this course, I am struck by the significant challenges in helping students understand their privilege and positionality within the context of disabilities and isms. Drawing upon disability studies, Dis/Crit, and anti-racist theoretical frameworks, we navigated through complex discussions aimed at unraveling the layers of privilege and power dynamics present in educational settings. However, grappling with these concepts often poses a formidable barrier for students. Despite our efforts to provide diverse perspectives and encourage critical reflection, many students found confronting their privilege and positionality challenging. Addressing this barrier requires ongoing dialogue, empathy, and a commitment to creating a safe and inclusive learning environment where students feel empowered to explore uncomfortable truths and engage in meaningful self-reflection.
Student Feedback:
“My discussion leader is good at finding humor that other students could relate to.”
“I really appreciate how you talk casually in class and use your own experiences to relate to us!”
“Very quick, timely responses to emails! Also very understanding when things don't go exactly according to plan.”
“Helps explain complex topics in a simpler way, has us participate in engaging activities, doesn't just stand and talk and make us listen, encourages participation and group work”
“My teacher gives examples and really breaks down key concepts. Using relevant and popular things in society to make it easy to understand.”
Course Title: SPE 615- Seminar in Teaching (Fall 2022 - Spring 2023)
Course Description: In "Seminar in Teaching," I craft clear learning objectives, tailor curriculum, and design structured syllabi outlining course content and assignment deadlines. Engaging students through captivating lectures and interactive activities deepens their understanding of coursework. Additionally, I provide hands-on supervision and guidance to students during field placements, fostering their professional growth and development.
Reflection: Reflecting on my role as the instructor for "Seminar in Teaching," I recognize the importance of crafting clear learning objectives, tailoring curriculum, and designing structured syllabi to guide students effectively through the course. By meticulously outlining course content and assignment deadlines, I aimed to provide students with a roadmap for success while ensuring accountability and transparency. Engaging students through captivating lectures and interactive activities fostered a dynamic learning environment where active participation and critical thinking were encouraged. Moreover, providing hands-on supervision and guidance during field placements allowed me to support students in applying theoretical knowledge to real-world scenarios, facilitating their professional growth and development. As I look back on the course, I am proud of the strides made by students and grateful for the opportunity to contribute to their educational journey.
Student Feedback:
“Professor King provided a lot of very helpful and interesting insight, as well as a variety of new approaches to inclusive education and practices. He created a space that encouraged us to deepen our thinking and expand our understanding. During instruction, I really appreciated that I could explore current inclusive practices and reflect on my own as I continue to shape my teaching.”
“Professor King’s facilitation of this course allowed me to critically reflect on my experience in my job as an educator. This has been extremely important to me in my first year of teaching. I took my experiences and problem areas as a teacher to Professor King and received guidance, advice, and support. He always asked us how we were doing personally and professionally, which made a calm learning environment for me. Professor King’s research and work brought great content, conversations, and viewpoints to our class, that not everyone might’ve gotten in a different class. Professor King implemented instructional strategies that we are simultaneously learning about in the program (UDL, differentiation, multiple modalities). Overall, Professor King’s instruction in SPE 615 was very effective in my graduate education and gave me new tools to use as an educator. I would 100% recommend Professor King as a collegiate professor and mentor.”
Course title: SPE 311- Perspectives in Disabilities (Spring 2021)
Course Description: This course introduces you to variations in learning, behavior, and physiology that society finds significant enough to warrant a disability classification and special education intervention. This course will provide a detailed overview of broad categories of disabilities (following education/IDEA law), their etiology, and common special education adaptations, accommodations, or modifications to minimize the impact of disabilities in schools. Creative writing, films, and narratives of people with disabilities will illustrate the lived experience of various disabilities and broader issues of how schools define normality and difference.
Reflection: As co-instructor for this course, I collaborated on guiding students through the intricate landscape of learning variations, behaviors, and physiological conditions leading to disability classifications and special education interventions. Delving into the details of various disabilities outlined by education laws such as IDEA, we aimed to provide students with a comprehensive understanding of disability etiology and necessary adaptations for educational settings. We integrated creative writing, films, and narratives depicting lived experiences to illuminate broader societal issues surrounding definitions of normality and difference. This course served as an educational journey and a platform for fostering empathy, understanding, and advocacy for inclusivity within our schools and society.