During the year I spent teaching from various spaces in my home, my teaching was no longer something I did only when I was at work. Instead, it became something that was more visible to my family, including my children, and, consequently, my teaching was now open to their commentary and critique. As I prepped for class, I received the occasional, “your slides are boring, let me add some images,” and one of my kids once said, “it seems like you think your students have good ideas and you like to hear them.”
As a university instructor, have you ever wondered about questions such as these?
Do I encourage students that sit in the front of the classroom to participate more frequently than those in the back?
Are my expectations for some student groups lower than my expectations for others?
Are there gaps in my instruction that impact first-generation students more than others?
Do commuter or part-time students need my help to make connections and engage with other students in the class?
If so, you might be interested in conducting a classroom equity audit to ensure that your classroom offers equitable teaching and learning opportunities for all students.
