How to Get Started

The small reflection pools lead up to the Math and Science building in evening summer light.

How to Get Started

One place to start is by examining and transforming your curriculum. Look at your course materials and reflect critically on whom the curriculum includes or excludes. Integrate multiple identity groups into the curriculum through the inclusion of cultural histories, local histories, and contributions by those groups. Take the time to be sure you use culturally accurate curriculum, books, and teaching tools. Do your examples, case studies, and reading materials reflect a variety of perspectives, identities, and cultures? Key areas to focus on are making course design accessible through varied learning formats, diversifying reading lists to include under-represented voices, and using diverse case studies.

The course syllabus can be an effective tool for setting a climate that supports inclusive academic excellence. Conduct a thorough review of your syllabus to ensure it accurately represents your instructional approach, your intentions, and the type of classroom environment you want to create. Take the time to go through your syllabus and be sure it uses a welcoming tone and inclusive language. Include a personal introduction, explain your choices for course content, and share your commitment to creating an inclusive environment.  Do policies on attendance, extensions, and late work consider the kinds of challenges students may face? Consider using graphic design and chunking methods to make it easier to understand and find information in the syllabus.

Creating an inclusive climate starts before the first day students even enter the classroom. Before the first day of class, send a message to students to set a welcoming tone and begin to build a sense of community. If possible, consider and plan for inclusive seating arrangements, such as horseshoe shapes, circles, or groups, that accommodate all students, including those with physical or sensory needs.  The first day is also the first opportunity to set an inclusive tone and clarify your expectations of the students and what they can expect of you. On the first day of class, help your students learn more about you by discussing your background and your journey to where you are now. Get to know the students better as well by having them complete a first day form or having them each create a one-minute video about themselves. This will help you learn their names and how to pronounce them, identify and build on students’ interests, and learn personal details about students (for example if they work, live at home, or take care of a parent) that may impact performance in your course.

Incorporating inclusive teaching practices into your course is one of the most impactful methods for creating academic excellence. These practices include making the student the focus of classroom instruction, promoting positive interactions, and validating student identities.

Student focused classroom instruction includes designing activities that connect course content to student lives and future work. Using the information gathered on student interests before and during the first day of class can be used to help make these connections. Instruction that incorporates problem solving strategies and emphasizes teaching students the skills they need to develop rather than just covering content is more effective. Evidence-based practices such as active learning strategies, peer instruction, and small group work in place of lecture-heavy sessions supports student ownership of the learning process. Fostering student choice in assignments also invites students to share their knowledge in multiple ways.

Another key element of inclusive academic excellence is promoting positive interactions between faculty and students as well as between students. To keep interactions with the students positive, be aware of how your non-verbal cues set the classroom tone. If you aren’t positive and engaged, the students won’t be either. Monitor students’ facial expressions and body language to determine their level of content engagement and understanding. If students look “zoned out” or confused, stop and work with them to figure out why. Ensure students are aware of their grades throughout the semester and that they receive early and timely feedback. If a student is truly struggling but the first feedback is given mid-term, it’s too late to prevent future poor performance. Interactions between students in your course are also important. Monitor the interactions between students particularly during high interaction activities like small group work or peer instruction. When negative interactions occur, it is vital that they be addressed in the moment. To do this effectively you will need to recognize both overt and covert forms of conflict as well as develop and practice conflict resolution skills.

In order to support students’ sense of belonging, it is important to validate student identities. When you sense frustration due to poor performance, encourage students to have a positive attitude about their ability to learn. Make sure students know it’s ok to make mistakes in class and seek help to understand concepts. A sense of community is essential in an inclusive classroom. It will also be important to create an ongoing feeling of trust. One way to do this is to engage the students in creating classroom norms that support inclusive excellence and to revisit the norms often.

Additional Resources for Getting Started

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