An Evolving Identity

This self-study extended analysis from a year-long study of my university teaching of a survey course on meeting the needs of diverse learners, including those with disabilities. In the initial self-study, identity was defined through actions: being accessible, collegial, welcoming, and flexible. Embedded across these actions were holding students accountable, having a degree of rigor, and an expectation for learning. This current self-study used these actions and highlighted moments to examine through the lens of identity the original research question, asking How do I engage with students in the matters of diverse student populations? The methods used in this self-study were journal writing as the primary data source and dialogue as the method for analysis. Using the identity lens, four key themes emerged from the new analysis reflecting the context or variables that informed identity: (1) engagement with students; (2) when and how I “teach”; (3) the interconnection of actions of time (and time management), and (4) my expectations of myself and of my students. I’ve learned my identity as a teacher will likely continue to be a study in tension and dissatisfaction, but without those, I might become complacent. The positive outcomes of the study are that I am more cognizant in the moment and in reflection of what impacts my teaching, content, time choices, and student engagement. By understanding these themes that emerged from this self-study, I am better able to complement my passion for inclusion and presuming competence in learners with my desire to be an effective teacher.