As instructors, many of us may prioritize the materials and skills that we want students to learn. But studies have shown that too much of a focus on the skills and knowledge that students have yet to develop may perpetuate bias and inequitable learning environments within the classroom (Williams & Toldson, 2020; Garriott, 2020). Specifically,… Read more »
Tag: inclusion
Technologies for Creating Inclusive Classes
Research shows that creating inclusive classes can help your students improve their performance by enhancing their learning (Muruyama, et. al., 2000). A key starting point for inclusion is making sure everyone feels like they belong to the class community—that they have opportunities to be heard and engage with classmates. As an IUB instructor, you have… Read more »
Responding to Charlottesville in Our Teaching
By now, all of us have heard about the recent violence in Charlottesville, VA, which erupted from a confrontation between white nationalists and a group of counter-protestors. The disturbing events started when alt-right protesters marched through the University of Virginia campus Friday night, carrying torches and, according to UVA’s president, Teresa Sullivan, “attempting to intimidate… Read more »
Embracing Student Diversity
Our knowledge of what diversity in the classroom means has expanded since the 7 principles for good practice in undergraduate education were first proposed. Current discussions around classroom diversity are found within the inclusive teaching literature, with a focus on embracing student diversity. This literature indicates all students need to feel welcome, treated fairly, treated… Read more »
How do YOU Deal with Microaggressions?
Have you noticed students teasing other students in your class? Or students making jokes that may be subtle insults or racism, sexism, or homophobia expressed as compliments? These may be microaggressions. Why do we care about microaggressions? They could cause students to disengage from the class, their classmates, and the discipline. People from marginalized groups… Read more »
Beyond Course Content: Classroom Climate
At this point in my PhD, I am at the Beyoncé-level on the college learner greatness scale. I am a note-taking master, I am an exceptional close reader, and I have superior analytical skills (#humble). Certainly, I thought that all of my learner abilities would make me a great college instructor. Then, I started teaching…… Read more »