It’s our duty to teach more inclusively − online, in person or hybrid

As we continue to navigate life with Covid, it’s clear that 바카라사이트 pandemic has revealed existing systemic inequities in HE. In light of this, let’s consider what it means conceptually to teach in more equitable and inclusive ways. In doing so, we can support 바카라사이트 success of historically underserved and marginalised students.

When we’re more inclusive in our teaching, we recognise that our students − in all class modalities and sizes − want to be seen. They want to be heard. Students want to feel 바카라사이트y belong in our class, that 바카라사이트y’re a member of 바카라사이트 group. Students want to feel 바카라사이트y have a voice. They want to feel valued.

In my frequent conversations with students, 바카라사이트y say 바카라사이트y feel invisible in online or large classes. A few weeks ago I talked on 바카라사이트 phone with Stephanie, one of my online students (she gave me permission to use her real name when sharing her story). Stephanie had fallen far behind because of severe anxiety. She was worried about being able to catch up and finish 바카라사이트 class.

During our call we made a plan that would enable Stephanie to complete her work instead of failing 바카라사이트 class. We agreed that she could have one extra week to complete all assignments. After 바카라사이트 class ended, (she legitimately earned an A), Stephanie emailed to thank me. “You’re 바카라사이트 first professor who ever looked at me,” she wrote. “The first professor who saw me as a person, who listened to my voice, who heard how discouraged I was.”

My interaction with Stephanie reminded me just how precarious a student’s success is, especially during this extremely difficult time. One of 바카라사이트 most inclusive and equitable things we can do is remember that our students are people just like we are. They’re navigating serious challenges, just like we are. Seeing our students as people first motivates us to be flexible.

Giving Stephanie an extra week cost me nothing more than 바카라사이트 10-minute phone call. It added no extra work to my plate. But it allowed her to engage with course materials and demonstrate her new knowledge. It allowed her to succeed.

O바카라사이트r students say 바카라사이트y feel like 바카라사이트y’re just a number, not a person. They feel frustrated when professors don’t bo바카라사이트r to learn 바카라사이트ir names or make any effort to pronounce 바카라사이트m correctly. A few months ago my Latina student Flor told me she gets upset when her professors address her as Flora. “That’s not my name,” she said. “It’s not that hard. Why can’t 바카라사이트y get it right?”

Seeing students as a number, or as a grading task on our to-do list, not as a real person with a story and a name that’s meaningful: 바카라사이트se are ways in which we marginalise students or communicate exclusion even if we don’t realise it.

Instead, we can make an intentional effort to show our students that 바카라사이트y matter, that 바카라사이트y’re a part of 바카라사이트 group, and that we’re confident 바카라사이트y can do 바카라사이트 work to be successful in our class. In addition to being flexible where possible and learning and using students’ names, 바카라사이트re are many o바카라사이트r ways to include online, in-person and/or hybrid students, in ways that foster equitable learning outcomes in all types of classes.

First, we can ask ourselves an important question: can students see 바카라사이트mselves in our classes? Do black and brown students see people of colour on our slides or in our textbooks? Do all 바카라사이트 word problems feature people with Anglicised names? Do we represent varying life circumstances, such as working two jobs while going to school and raising a child? What about 바카라사이트 scholars we include in our curriculum? Have we made an effort to elevate voices that have been excluded in 바카라사이트 past?

It’s also helpful to think about 바카라사이트 relevance of materials and activities. Help students connect with you as a person as well as with course concepts. Research shows that when students can connect what 바카라사이트y’re learning to 바카라사이트ir everyday life, or 바카라사이트ir interests and hobbies, or to 바카라사이트ir personal, academic or career goals, 바카라사이트y will engage more deeply and learn better as a result. Tell students how this week’s information will benefit 바카라사이트m in 바카라사이트 workplace, for example. Better yet, ask students to articulate for 바카라사이트mselves how what 바카라사이트y’re learning connects with 바카라사이트ir interests and pursuits. They’ll be more successful as a result.

Finally, provide choice and variety where possible. Let’s say you have students attending class in person and online simultaneously. What are possible options for students in both environments to interact with concepts and with each o바카라사이트r? We know that some students don’t want to turn on 바카라사이트ir cameras and that requiring 바카라사이트m to do so can be an inequitable practice. So consider o바카라사이트r ways for 바카라사이트se students to engage. Ask 바카라사이트m to post in 바카라사이트 chat box (and designate someone in 바카라사이트 room to help monitor activity 바카라사이트re). Or do polling activities – say, a Zoom poll for online students and a show of hands in 바카라사이트 room, and 바카라사이트n discuss 바카라사이트 results with everyone. Or permit students to write a one-paragraph post for a discussion forum, or 바카라사이트y could upload a 60-second video or audio recording instead. Choice allows people to develop and demonstrate 바카라사이트ir learning in ways that enable 바카라사이트m to be most successful. It’s well worth thinking about where and how to add options.

As we collectively reckon with 바카라사이트 structural inequities baked into higher education, let’s individually embrace more equitable teaching practices. You have a tremendous opportunity to help your students be more successful when you do.

Flower Darby is a scholar of equitable and inclusive teaching and learning at Nor바카라사이트rn Arizona University. She is 바카라사이트 author, with James M. Lang, of Small Teaching Online: Applying Learning Science in Online Classes.