Enhancements to Instructional Practices

Promote Inclusivity and Belonging

Inclusive education comprises efforts to increase the equity in how learning opportunities are distributed, to acknowledge and appreciate the difference amongst diverse students, and to provide more opportunities for students from marginalized groups to contribute to the learning environment (Waitoller & Kozleski, 2013). Faculty and other instructors can intentionally create more of a sense of belonging among all students by being conscious of the various intersecting identities and groups and, in doing so, can support students’ holistic well-being. Intellectually inclusive and equitable instruction and assessment must account for the variety of students’ educational (and other) backgrounds and preparation. Inequities and unfairness are major sources of stress.  Much more information on inclusive teaching is available via the McGraw Center for Teaching and Learning via their “Inclusive and Equitable Teaching” initiative.

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Example practices

The strategies below are organized along the timeline of a course: from development and syllabus planning, to early weeks of the semester, to ongoing.

Course Development and Planning

  • One very noticeable way to use inclusive language is by modeling the respectful use of individuals’ pronouns.
    • In written materials and as a best practice when you do not know an individual’s pronouns, use gender-neutral pronouns (instead of using “he” or “she”, use the singular “they”).
    • If you misgender someone by using the wrong pronouns, apologize directly and promptly and be clear that you will use their correct pronouns in the future.
    • For more information, refer to guides on the Gender + Sexuality Resource Center’s webpage regarding inclusivity and pronouns in the classroom and making class welcoming for trans and gender non-binary students.
  • Use images on presentation slides that portray diversity of gender, race, and ability
  • Review the depth of diverse perspectives of scholars on your syllabus, reading groups, or guest lectures: are there scholars of color, women, LGBTQIA+ individuals included as experts to be read?

Early (First Two Weeks)

  • Encourage students to speak to you about any accessibility concerns they may have, and steer them to the AccessAbility Center in the Office of Disability Services if they would like to request formal accommodations.
  • Acknowledge that students arrive in your course or Lab/advisee group with very different life experiences. Some may need help decoding your expectations or procedures. To level the playing field for all, make your expectations of students explicit, be transparent about your course objectives and design, and provide advice to all students about how to learn and achieve in your course so that some students are not advantaged because of their previous educational background.
  • Be prepared to allow for and respond to different student perspectives within the content.
  • Spell out acronyms at least the first time you use them.

Ongoing

  • One very noticeable way to use inclusive language is by modeling the respectful use of individuals’ pronouns.
    • In written materials and as a best practice when you do not know an individual’s pronouns, use gender-neutral pronouns (instead of using “he” or “she”, use the singular “they”).
    • If you misgender someone by using the wrong pronouns, apologize directly and promptly and be clear that you will use their correct pronouns in the future.
    • For more information, refer to guides on the Gender + Sexuality Resource Center’s webpageregarding pronouns in the classroom and making class welcoming for trans and gender non-binary students.
  • Spell out acronyms at least the first time you use them.
  • When there are complicated issues around identity that arise in your classrooms, Labs, cohorts, or advising relationships, remember that you are not on your own, as there are many campus resources to support you in inclusivity efforts:
    • Refer to the McGraw Center for Teaching and Learning’s Resources for Inclusive Teaching page online and attend events at McGraw to build your skills in this area.
    • Refer to the Office of Disability Services’ Faculty FAQs online.
  • If a student requests an accommodation or adjustment, make sure you involve the appropriate campus partners, such as the Office of Disability Services, Counseling and Psychological Services, the Sexual Harassment/Assault Advising, Resources and Education Office, and/or the McGraw Center for Teaching and Learning to support you in providing adequate, consistent adjustments for the student.