Why?
Teaching inclusively requires faculty to reflect intentionally on the decisions they make in their course that affect who is not being included or heard. Our goal is to have the faculty we work with embrace the idea that the inherent diversity of their students is not a problem, and acknowledge that a lack of structure in both course design and classroom environment hurts students unequally. We then provide some practical, easy-to-use tools to empower faculty to make their courses more inclusive.
Teaching inclusively requires faculty to reflect intentionally on the decisions they make in their course that affect who is not being included or heard. Our goal is to have the faculty we work with embrace the idea that the inherent diversity of their students is not a problem, and acknowledge that a lack of structure in both course design and classroom environment hurts students unequally. We then provide some practical, easy-to-use tools to empower faculty to make their courses more inclusive.
I feel included when
I feel included when
"my professor takes the time to learn my name."
"my teacher is willing to discuss disagreement in a welcoming and kind way."
"they assign reading that were written by more than just white people."
"I have the opportunity to participate without talking.”
“pronouns are asked and respected.”
I don't feel included when
I don't feel included when
"faculty let certain students hijack or dominate class discussions."
"my grade depends on speaking out in class because this makes me feel like I do not belong or am somehow doing something wrong by being shy or introverted."
"the professor says to talk to a neighbor but neighbor has other friends and I am left isolated."
"professors project an identity on me based on the way that I look."
"they generalize about Christians or Republicans/Conservatives."