To get started with understanding and implementing Inclusive Teaching, we have created three quick points for consideration:
- What is it? Inclusive Teaching is a philosophy based on the premise of ensuring all students have the same access to education by modifying teaching and assessment techniques to include all students, rather than just some with a specific racial, identity, or socio-economic background. The University of Nebraska-Lincoln's inclusive excellence page offers more in-depth definitions of "diversity," "inclusion," and "equity." The university's diversity and inclusion website includes additional helpful information. See also the CTT's resource page: Implementing Inclusive Excellence into Virtual Learning Environments.
- Why include it? Inclusive Teaching provides the opportunity to offer accessible education to all students from all backgrounds by using a diverse array of techniques for teaching and assessment. Modifying your classroom to be an inclusive environment will decrease hostility and increase enthusiasm (Carter et al. 2006)
- How do I start thinking about this? One of the most important aspects of Inclusive Teaching is considering the power dynamics between the instructor and the student. To create a productive learning environment, students need to feel that the power dynamic will not render their contributions incorrect or invalid on principle.
The Knute Broady Collection's Active Learning page and Knute Broady Collection's Course Design page can also prove to be helpful resources while creating a course and environment that fosters independent and creative thought. These values can assist in student's feeling welcomed, excited, valued, supported, and challenged in your course.
If you're looking for an outside resource regarding the impact of power dynamics on the classroom, consider the University of Michigan's power dynamics video
Carter, D.F., Locks, A.M., Winkle-Wagner, R., and Pineda, D. (2006). ""From when and where I enter": Theoretical and empirical of minority students' transition to college." Paper presented at American Educational Research Association annual meeting, San Francisco.