Inclusive teaching is a mindset that consists of deliberate practices at various stages of teaching. We recently read the book Inclusive Teaching: Strategies for Promoting Equity in the College Classroom by Kelly A. Hogan and Viji Sathy. In the book, authors emphasized that inclusive teaching is a mindset. High-structured course design and facilitation could benefit students. Inclusive teaching involves considerations in syllabus design, preparation of first day of class, intentional practices in facilitating classroom interaction and learning opportunities outside of the classroom, taking students’ varied learning needs into account from the outset.
Multiple Dimensions of Diversity at DKU
DKU students are from over 65 countries. Students arrive in your classroom, each with their own unique experiences, values, and traditions that shape their worldview. This vibrant cultural mosaic presents both opportunities for enriched learning and challenges that require thoughtful, responsive pedagogy. Instructors may
- carefully curate course content that includes diverse case studies, reflecting a breadth of experiences and perspectives;
- create opportunities for students to draw on personal identity/perspective, effectively transforming the classroom into a living library of human experiences;
- be aware of the cultural stressors (i.e. imposter syndrome, first-generation condition).
- Language Diversity: Majority of the DKU students are second language leaners. They will take English for Academic Purpose courses in their first year. Still, they may need special attention in your courses to overcome the hurdles and engage fully in their educational journey. Taking Chinese students as an example who accounts for 2/3 of the total student group, you might be interested in the English skill profiles of Chinese students and strategies to support reading and writing in undergraduate courses.
Students come to your class with a diverse array of prior knowledge of the subject and varying experiences in academic setting. The Chinese students from the Gaokao track share similar experiences in high school. If you are not familiar with this track, you may this document helpful. To further bridge the gaps in prior knowledge, instructors may
- do an ungraded quiz or reflective writing activity to better understand student prior knowledge;
- schedule individual meetings/mandatory office hours appointments for freshmen if a small class size;
- encourage peer instruction through collaborative learning opportunities;
- create reflective activities throughout the semester to relate to prior knowledge.
Students will need different levels of means and support to succeed. Some DKU resources are available to students. In courses, instructors may also try these strategies:
- signal your approachability and interest in accessibility for all;
- include accessibility statement in your course syllabus;
- diversify the modality of course materials and assessments.
- Distance or hybrid learning mode may add more layers to the equity and diversity issue. The Peralta Equity Rubric developed by Stark and Kelly (2019) expand the considerations spanning technology, the students as individuals, and course design and pedagogy. The Center for Teaching of Vanderbilt University summarizes a few approaches that faculty apply to confront the challenges of Inclusive and Equitable Teaching Online.
Student Diversity as the Assets
Each of our students comes with a unique set of experiences, perspectives, and challenges that may contribute to the learning community. It’s vital that you create a classroom atmosphere that respects and celebrates these differences. Begin by opening dialogues that allow students to share their experiences and reflect on the diversity they encounter.
Inclusive Teaching Checklist
set a cover page of the syllabus to help students understand the main sections
use simple language and welcoming paragraphs to describe the course
offer ways and resources students can get help
set up clear expectations for the course and individual activities or assignments
include inclusion guidelines
provide a variety of assessments or options for bonus to accommodate students’ expertise
set grounding rules for classroom interaction
create a safe environment where everyone feels comfortable to express themselves
encourage Chinese students and international students to mix up in the class
include a broad range of topics and materials
design zero-stake assessments in class that allows students to practice and receive timely & personalized feedback
grade the in-class activities inclusively (never set the only one right answer)
environment in the classroom matters, like the table setting, temperature, decorations
pre-survey students to know more about them
set mandatory office hours one or two times throughout the course
offer varied formats of learning materials that students can self-study after class
help students identify resources related to their research or major interests
build up personal connections by treating them as human beings
offer extracurricular programs to build the community
design field trips that align with the learning objectives
have a class meeting in a non-regular space
name students in the way they prefer in emails and outside the classroom
For more strategies, you may refer to the session slides and the instructors’ checklist of the book.
Syllabus Examples
Prof. Stephanie Anderson narrated her syllabus taking inclusive teaching into account from the outset.
One of CTL’s former student parner, Alberto Najarro (an inaugural DKU graduate), listed seven components of inclusive syllabi. based on his experience at DKU. Authentic DKU syllabus examples were included.
References and Resources
The Chronicle of Higher Education Blog Post on Making Your Teaching More Inclusive
Inclusive Strategies Reflection Checklist (University of Michigan)
IncludED: A guide to inclusive teaching (University of Oxford)
Books
Inclusive Teaching: Strategies for Promoting Equity in the College Classroom
McKeachie’s Teaching Tips
Related Topics
Design your course
Effective assessments
Instructional Technologies
Active Learning
