The Chronicle of Higher Education has published several articles supporting inclusive practices in higher education, and elaborating on the ways in which attentive course design and classroom interactions can improve the study habits, course achievements, and sense of belonging in education for all students. Check out the articles linked below for strategies and discussions about these topics.
The Case for Inclusive Teaching – While some students may succeed with minimal defined class structure and singular summative assessments, strengthening the ability for all students to succeed through defined structures, low-stakes assignments, and personal engagement contribute to a classroom environment in which all students are given equal opportunities to succeed.
8 Ways to be More Inclusive in Your Zoom Teaching – Zoom courses and video lessons introduce new classroom paradigms, and creates new benefits and detriments for students of different learning styles and personal situations. This resource provides 8 methods to engage with students during video-based classes while keeping inclusivity at the forefront of your course.
Traditional Teaching May Deepen Inequality. Can a Different Approach Fix It? – Students with varied experiences when entering higher education often have different learning styles, understandings of classroom structure, and ability to participate in class sessions. Attention to inclusive practices in the classroom can ensure that all students have the tools and support that they need to succeed and truly absorb course materials.
Advice Guide: How to Make Your Teaching More Inclusive – There are concrete steps that instructors can take to monitor their students’ success and improve the classroom environment for everyone, like making time for silence and reflection, designing courses where students are given space to speak, including more low-stakes assignments, sharing who you are as an instructor, and more.
All of these essays discuss the importance of practicing inclusivity in classrooms; not only to improve students’ ability to learn the course materials, but also to ensure that all voices are heard and to provide a clear model of social responsibility and inclusivity which students can refer to when interacting with others inside and outside of the classroom.