In the Chronicle’s The Case for Inclusive Teaching article, we examine what is inclusive pedagogy. Gannon (2018) stated, “It is a mindset, a teaching-and-learning worldview, more than a discrete set of techniques. But that mindset does value specific practices which, research suggests, are effective for a mix of students.” More specifically:
- It values course design. Inclusive teaching asks us to critically examine not just the way we teach on a day-to-day basis, but the prep work and organization we do before the course begins.
- It values discernment. As faculty members, we must regularly ask ourselves: What biases am I carrying, and how do I counteract their effects?
- It values a sense of belonging. How do we erode those old inequities and power imbalances in the classroom? By intentionally using teaching strategies that promote a sense of belonging, a critical element of student learning, and thus, of student success.
Through professional development programs, consultations, and resources, CELT supports creating learning environments where the social identities and diverse backgrounds of our students may thrive.
The importance of, & approaches to, creating an inclusive classroom environment.
The connection students feel with each other and with their instructors is critical for student success.
Opportunities to develop and sustain more equitable and inclusive student learning environments.
A student-centered approach to teaching that creates an inviting and engaging learning environment.
Accessibility is a vital component of every piece of a course. All students, regardless of background or ability, should have equal access to education.