An article for The Chronicle of Higher Education, provides background for why and how teaching inclusively is more than just the latest trend in higher ed but a guiding factor for serving all students in a classroom. Making an effort to engage all the learners in your classroom does not require a total course redesign but rather a few thoughtful additions, such as: incorporating structured discussions and assignments, rethinking the percentage of certain exams or papers, or simply reminding students, “You belong here.”
Rather than cull the strong students from the weak in the class, the authors argue that providing more structure benefits all students—even those that might not seem they need it. Structure can come in the form of assigning roles for class discussions or providing clear instructions and a rubric for assignments or, teaching typical test questions.
Other tips include (pun intended) taking about growth mindset in classes or sharing your own personal struggles with particular material. Connect with students personally by using their names, sharing your pronouns, and asking for feedback throughout the course.
In terms of course content, engaging all students in the classroom usually means less talking time for the instructor and more chances for students to engage with the material in different forms in a lower stakes environment.
Read the full article for more information.
If you are interested in learning more about teaching inclusively, register for the Teaching Center’s September 26 workshop before space runs out!