Inclusive Practices and Equitable Policies

Despite the importance of putting equitable policies in place, it is not always easy. For example, if it is seen as too difficult logistically to offer make-up exams for a large class of students, then one might implement a policy of no make-up exams: show for the scheduled exam or take a zero. Even a more moderate policy of requiring a doctor's note before one may make up a high-stakes exam, is inequitable because not all problems preventing students from attending class come with a doctor's note.

Students do not have equal chances of running afoul of rigid policies. Students who need to work long hours, students who are also parents, or those who live with chronic illness are among those who are more likely to suffer from inflexible policies common in large-enrollment courses.

A student who needs to work long hours to pay for college, a single parent, a student living with chronic illness - these students, among others, are all more likely than their peers to run into trouble with the types of inflexible policies that are especially common in large courses.

However, there are ways to make your course more inclusive and put practical and equitable policies in place.

• Use welcoming and plain language. Communicate empathy and warmth while also reminding students you maintain high standards, as described in the Warm Demander quadrant of this chart. This can increase academic belonging and willingness to ask for help, particularly for marginalized and first-generation students (Hammond, 2014; Gurung & Galardi, 2021). Try to avoid punitive language when discussing course policies. Also avoid disciplinary jargon since students should be able to understand the course syllabus before they take the class!  Listing your pronouns in your syllabus and giving them when you introduce yourself demonstrates your openness and commitment to inclusion of various gender identities.
• Make your syllabus accessible. This means ensuring that students can navigate it using assistive technology such as a screen reader. Not all students that use these technologies have formal accommodations, so creating accessible materials ensures all students can access everything they need for the course. Refer to Syllabus and Course Policies for Inclusive Teaching to design a syllabus that is inclusive and equitable.
• Make clear in your syllabus and throughout your course how the coursework relates to students' future career plans or lives. Students from marginalized groups tend to learn more effectively and to be more engaged when they understand how coursework relates to them and their lives (Harackiewicz et al., 2016).
• Be clear about your office hours. First generation college students are often unfamiliar with terms like 'office hours', so they may not stop by to get help without a more detailed explanation. Be clear about what they might discuss during office hours and why it is important for students to use them. Be sure to explain when and where they will be held and how to reach out if they need to meet outside your stated times. You might also consider calling them something friendly like “Student Hours" or "Ask Me Anything Hours". If you have a TA, explain their role in the course and what help students can expect from TAs.
• Check the UNL syllabus policy and link to university-wide policies and resources. Ensure that the syllabus includes all required components, so students know how to find the information and campus resources they need.
• Explicitly state course policies and follow those policies. For students without much familiarity with higher education, particularly first-generation college students, the practices and norms that are obvious to instructors can be difficult to learn and navigate.
• Include a diversity and inclusion statement. These statements set the tone for the course and serve as reference points throughout the course.
• Make the syllabus available to students as early as possible. Posting the syllabus as early as possible, preferably well before the course starts, helps students know what workload to expect and schedule their time so they can be successful.
• Be flexible about deadlines. Deadlines are beneficial for helping students progress, but there are numerous legitimate reasons why students may not be able to meet those deadlines.
• Scaffold higher-stakes assignments and other types of assessments by breaking them into smaller 'chunks' to make it easier for you to give frequent, timely, and specific feedback to help all students improve and achieve desired learning outcomes.
• Consider flexibility in attendance policies. Consider the goals of required attendance and examine if there are ways to meet those goals while allowing flexibility with attendance. When attendance is required, consider adding an alternative assignment that reaches the same goals.
• Explain your pedagogy with What/Why/How prompts: Tell your students what you expect. Explain why you are teaching the way you do. Explain how they will be assessed. You can use this same What/Why/How formula when designing assignments, discussions, exams, projects, video or in-class presentations, quizzes or exams, and much more. 
• Less is more! Focus on depth rather than breadth. Design learning activities and assessments related to your course’s most essential concepts and skills