The purpose of this section is to learn about the definition and importance of inclusive teaching. We will discuss each of these, as well as some example practices, in the video and literature readings below.
As stated before, inclusive teaching broadly involves teaching in such a way that all students are able to succeed and learn; this is often accomplished by including active learning, diverse ways of communicating and assessing information, and connecting course content to student interests and world experiences. By adapting questions that address inequities and force developing engineers to tackle these challenges while considering affected communities, we are taking steps towards this goal (Hirshfield, 2019).
We must also acknowledge that teaching is not neutral (hooks, 1994). The knowledge and work that is taught today is a function of whose voices and experiments were and are valued in the past. We must work to elevate the science and contributions of marginalized voices and communities. This can be done in course discussion or homework assignments. This practice can help work towards an inclusive classroom.
Other strategies for developing inclusive classes involve stating class/assignment expectations explicitly, establishing a welcoming space, humanizing yourself and asking students to do the same, promoting thoughtful participation, and embracing an asset-based approach such that all students are viewed as bringing strengths to the table (Johnson, 2019). We have linked a variety of materials on this site that discuss strategies for fostering inclusive classrooms. We hope you will look into them and implement these strategies in your courses.
If you have the time, please look into the readings referenced above (linked below) and answer the following questions:
What are the benefits of inclusive teaching on student learning and success?
Are you already implementing some inclusive teaching practices into your courses? If so, which and why those? If not, why not?
What are three specific inclusive teaching practices you haven’t yet but could implement the next time you teach a course and why is each example you choose useful/how does it promote inclusive teaching?
Hirshfield, L. J., & Mayes, H. B. (Fall 2019). Incorporating Inclusivity and Ethical Awareness into Chemical Reaction Engineering. Chemical Engineering Education, 53(4), 215-219. https://journals.flvc.org/cee/article/view/115891.
The goal of this article was to provide concrete examples of In Class Problems (ICPs) to be used in the undergraduate chemical engineering Chemical Reaction Engineering course that incorporated engineering ethics, such as social and environmental considerations, and/or real-world applications to provide students with contexts for the material they learn in class. Incorporating diverse topics, especially those related to showing how chemical engineering can be used to solve issues of equity and human healthy and safety, helps increase student participation via active learning as well as inclusivity by instilling the importance of considering ethics and helping marginalized communities, which may be of direct relevance/interest to some in the course.
hooks, b. (1994). Chapter 3: Embracing Change: Teaching in a Multicultural World. In Teaching to Transgress: Education as the Practice of Freedom (pp. 35-44). New York: Routlege. Web link to chapter.
In this chapter, hooks (her name is intentionally lowercase) discusses how education is inherently not neutral, and how we must work to embrace students of all backgrounds and discusses the challenges of multicultural education.
Johnson, K. M. S. (2019). Implementing inclusive practices in an active learning STEM classroom. Adv Physiol Educ, 43(2), 207-210. doi:10.1152/advan.00045.2019.
This article lays out recommendations for instructors to make their classes more inclusive and asks the reader to reflect on their practices and perspectives through writing prompts. Some of the inclusive practices suggested in this article include stating expectations clearly, establishing a welcome space, humanizing yourself and asking students to do the same, embracing an asset-based approach, and promoting thoughtful participation.
Chavez, A. F., & Longerbeam, S. D. (2016). Chapter 5: Strengths-Based Teaching in Cultural Context. In Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching (1st ed.). Serling, VA: Sylus Publishing LLC.
In this chapter, Chavez and Longerbeam discuss how student cultural backgrounds, learning processes, and personalities influence their experience in the classroom. Thus, they stress the importance of developing a course that spans many cultural frameworks, such as having both individual and collective activities, theory and examples, problem solving and critical thinking, silent reflection and classroom discussion, and mixed modes of taking in information such as lectures, case studies, imagery, and others. Designing courses in this way and adopting associated teaching pedagogies ensures that all students can benefit and learn in the classroom.
Killpack, T. L., & Melon, L. C. (Fall 2016). Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play? CBE Life Sci Educ, 15(es3), 1-9. doi:10.1187/cbe.16-01-0020
Taken from the abstract: “In this essay, we present a set of social science concepts that we can extend to our STEM courses to inform our efforts at inclusive excellence. We have recommended strategies for meaningful reflection and professional development with respect to diversity and inclusion, and aim to empower faculty to be change agents in their classrooms as a means to broadening participation in STEM fields.”
Inclusive Teaching at Northwestern – Useful and accessible even if you’re not at Northwestern!
This link provides information on the Northwestern Principles of Inclusive Teaching as well as information on the Inclusive Teaching Practicum.
Information about the Northwestern Principles of Inclusive Teaching is linked below.
Published in summer 2021, Northwestern Principles of Inclusive Teaching represents the University’s ongoing commitment to excellence and equity in teaching its students. The resource provides broad strategies that instructors can use to implement the eight key principles in their course preparation and teaching, and examples of how each principle can be applied in class. It also includes references to scholarly publications, a glossary and a list of helpful University resources.
This resource was developed for Northwestern instructors by partners in the Searle Center for Advancing Learning and Teaching, the Office of Institutional Diversity and Inclusion, the Office of Equity and the Office of the Provost.