MUS Teaching Scholars 2020-2021

2020-2021 Theme: Equity-Minded Pedagogies

Like many across the nation, MUS campus communities are grappling with and responding to the consequences of deeply embedded racial, social, and other forms of injustice. In the sphere of higher education, these injustices often show up as inequities in academic achievement. For instance, by the marker of degree achievement alone, American Indian students and other racial minorities, low-income students, and first-generation students among other underserved populations have, on the whole, lower degree-completion rates. The MUS has made positive progress in narrowing achievement gaps, including the recent and ongoing system-wide initiative on High Impact Practices, the implementation of the American Indian and Minority Achievement (AIMA) Council and campus plans, as well as many other individual institutional efforts. But, this is monumental and necessary work that systems of higher education, institutions, and individuals must continually commit to.

As part of the MUS’s ongoing effort to achieve more equitable educational outcomes, this year’s MUS Teaching Scholars program will recognize and support faculty who are committed to addressing equity gaps through equity-minded teaching. We invite proposals that address equity in a broad-based manner as well as proposals that address more specifically the systemic racial and social injustices highlighted by the killings of George Floyd, Breonna Taylor, Ahmaud Arbery, and others. Throughout the year, MUS Teaching Scholars program will support faculty as they advance teaching and learning practices, curriculum, praxis, and the scholarship of teaching and learning specifically designed to address systemic inequities and injustices in the classroom. These could include but are not limited to course and curriculum design strategies such as decolonizing syllabi, high impact practices, Transparency in Learning and Teaching (TILT), social justice education pedagogies, among many others. 

2020-2021 Teaching Scholars

• Austin Grant Bennett, Writing Instructor in General Education, City College at Montana State University Billings
• Kate Brayko, Associate Professor in Teaching & Learning, University of Montana
• Kimberly Feig, Sociology Faculty Instructor in General Education, Helena College
• Paul Gannon, Professor in Chemical and Biological Engineering, Montana State University
• Salena Beaumont Hill, Adjunct Professor in Native American Studies, University of Montana
• Andrew King-Reis, Professor at Alexander Blewett III School of Law, University of Montana
• Wan-Yuan Kuo, Assistant Professor in Health and Human Development, Montana State University
• Molly Ann Magestro, Faculty in General Education, Miles Community College
• Monte Mills, Associate Professor & Director Margery Hunter Brown Indian Law Clinic, University of Montana
• Meta Newhouse, Professor in Graphic Design, Montana State University
• Nanci L. Red Bird, Assistant Professor in Division of Education/Early Childhood, UM Western
• Hilary Smith Risser, Professor in Mathematical Sciences, Montana Technological University
• Glen T. Southergill, Associate Professor in Writing Program, Montana Technological University
• Heather Thompson-Bahm, Instructor in Business, Construction, and Energy Technology Programs, City College at Montana State University Billings

2020-2021 Timeline

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