Intentional Inclusion: Three Key Teaching Practices

It surprises many faculty when they learn that the strategies most commonly identified with inclusive teaching often do not require a complete overhaul or even major changes to their courses or curriculum. In fact, many university instructors already implement inclusive teaching practices in their classrooms. What Inclusive Instructors Do (2021) describes inclusive teaching practices as ones that recognize and affirm “a student’s social identity as an important influence on teaching and learning processes, and that works to create an environment in which students are able to learn from the course, their peers, and the teacher while still being their authentic selves.” So, whether you have been using these strategies for years or just starting out, here are three inclusive practices to implement in a conscious, intentional way so that they can be of benefit to all students.

Build a Supportive Class Climate that Fosters Belonging.

Social belonging has been found to heavily influence the academic achievement of marginalized students. Fostering a class climate where students’ varied identities, experiences, and backgrounds are valued is the cornerstone of an inclusive classroom. More specifically, a supportive class climate provides a learning space where students do not need to hide or remove a part of themselves in order to be seen or heard within the intellectual, social, emotional, or physical environment of a class.

Instructors can promote a supportive class climate that fosters belonging in a wide range of ways. This can start at the beginning of the course by learning about students as individuals through questionnaires, ice-breaker activities, office hour visits, or even online chats. Throughout a course, instructors can continue to build a supportive class climate by incorporating activities that allow students to draw on their diverse backgrounds and experiences to better understand or relate to course concepts and develop academic skills. Reflective assignments and check-ins can also help to monitor changes in class climate throughout a course. If a difficult moment does occur, addressing the incident both with the entire class and privately with the students involved can help to maintain a positive learning environment and student-instructor rapport.

Increase Transparency in Teaching.

Being explicit about course expectations and norms can create a more equitable classroom where social and cultural capital are less likely to predict student success. Mary-Ann Winkelmes defines transparent teaching as a process in which instructors and students openly discuss “how college students learn, what they learn and why teachers structure learning experiences in particular ways.” When instructors are explicit about what they’re asking students to do, why students are being asked to do it, and how their work will be evaluated, it leads to a number of benefits. Studies on transparent teaching show that explicit communication benefits all students, but can specifically help students who are less familiar with strategies for college-level success, first-generation college students, and students from groups who have been historically underserved in higher education. Demystifying the learning process and normalizing academic challenges helps to reduce barriers to success for students.

Practice Critical Reflection.

Many college educators deliberately engage their students in the process of critical reflection with the aim of helping students make meaningful connections between their experiences, goals, and challenging course concepts. However, critical reflection can be a powerful tool for college instructors to aid in the advancement of their own teaching, especially when it comes to fostering inclusion. Instructors can engage in critical reflection informally after each class meeting by simply asking themselves questions such as,

• What was my most challenging moment today and why?
• Were my students excited to be in class? How could I tell?
• How did I show up in class today and how might it have impacted my students?

More formal critical reflection might take the form of keeping a teaching journal or blog, engaging in classroom equity audits, and using self-assessment tools such as the Inclusion by Design Course and Syllabus Survey or the Equity Focused Strategies Self-Assessment.

Remember, inclusive teaching is not a destination, it’s a process. As our students, our environment—and yes even we—change and grow, our teaching should as well. So, whether or not you already use these strategies, the continual review, reflection, and refinement of intentional pedagogical choices through various lenses and perspectives helps maintain and improve students’ sense of belonging in our classrooms.

We all want our students to succeed. Creating a supporting learning environment, providing them with the tools they need, and committing to our own improvement and learning, are critical key components to that success.