We found 174 results that contain "inclusive"
Posted on: Teaching Toolkit Tailgate
PEDAGOGICAL DESIGN
Seven Tips Toward Linguistic Inclusion
You might think linguistic diversity equates to different languages people speak. However, I urge you move toward a more nuanced understanding, one where our linguistic background involves both our variable linguistic repertoire (the resources of a language we use or have access to) and our sociolinguistic competence (our ability to interpret social uses of language and use language in socially meaningful ways). A linguistically inclusive classroom, then, would include nuanced understandings of linguistic diversity. To help you intentionally move toward linguistic inclusion, I provide seven tips below.
Learn a little about language. Language is a resource we utilize for a variety of purposes (e.g. prestige, power, recognition, etc.). For instance, you might use language perceived as “more proper” to be identified as educated or professional, or use more colloquial language to fit in with peers. Thus, before you engage with language in the classroom, make sure you can differentiate the facts from the myths (to start, see Richard Nordquist’s post about Language Myths).
Get to know your linguistic background. Have you thought about how you use language? If not, you might be surprised by how your own language varies (from how much -ing vs. -in you use to your speech in formal or informal situations). Taking some time to get to know yourself as a language producer and perceiver will help you come to terms with your linguistic identity.
Get to know students’ linguistic backgrounds. No matter where you teach, you will surely come across language variation. Recognizing this will help you understand students and how they use language. Students come from different linguistic backgrounds and bring different language experiences (with different associated norms). I get to know students by having them talk about where they are from on the first day of class, but mostly this work requires listening for clues enabling you to differentiate between, for instance, dialectal features (e.g. “ain’t”) and mispronunciations.
Become aware of linguistic assumptions. Though it is not always easy to talk about, we all have linguistic biases. These might surface as pet peeves (see Weird Al’s parody “Word Crimes” for some examples), stereotypes (e.g. that “southern”-sounding speakers are “lazy”), or assumptions (e.g. thinking there is an objectively “right” or “correct” way of talking). Acknowledging and addressing these biases will help you see language more objectively and address language in the classroom more dynamically.
Know how linguistic assumptions affect the learning environment. Regardless of whether you teach a course that discusses language or not, you are in a position to set rules and expectations about language. As such, it is important to consider what you tell students about language. Language assumptions can lead to linguistic profiling. They can make students linguistically insecure, or feel they are somehow linguistically inferior. Make sure you’re creating classrooms flexibly, accommodating multiple and diverse language uses.
Be willing to accommodate. As a result of individual linguistic backgrounds, students’ language behaviors might not map to your expectations. Some students might not have experience writing essays, but might be profound bloggers, tweeters, or novelists. Some might speak different languages or come from backgrounds where there are different cultural norms surrounding language use (e.g. the use of silence, turn-taking, interruptions, etc.). Before jumping to conclusions, ask yourself if a student comes from a culture where language use is governed by different rules. Be flexible, willing to accommodate, and work together toward where you all hope to go. Start by defining culture- or dialect-specific terms in course content and assessments; vary assessment types to accommodate different communication preferences; and grade based on content, not grammar (unless grammar is the focus of your class). Grammar-based grading privileges native-English speakers and students from certain educational backgrounds.
Recognize linguistic diversity as a resource. Some assume classrooms should run under cultural norms expected by a given region, country, or community. However, as sociolinguist Carmen Fought (2006) points out, “…interactional patterns from different ethnic groups might enhance learning and ultimately provide all participants with a wide range of skills.” Seek to understand ways the inclusion of several different interactional norms and behaviors might benefit learning environments. Some communities, for instance, encourage a “collective orientation […] group harmony, and the avoidance of conflict” in classrooms. Though inclusion of this orientation can be viewed as problematic, it could also be used to teach concern for others, humility, and an ability to work cooperatively (pp. 193-4).
If we aim to make students feel seen and heard, we must question what we really listen to when students communicate. We have an opportunity to co-construct an inclusive curriculum, classroom, and community built out of diverse linguistic resources.
Learn a little about language. Language is a resource we utilize for a variety of purposes (e.g. prestige, power, recognition, etc.). For instance, you might use language perceived as “more proper” to be identified as educated or professional, or use more colloquial language to fit in with peers. Thus, before you engage with language in the classroom, make sure you can differentiate the facts from the myths (to start, see Richard Nordquist’s post about Language Myths).
Get to know your linguistic background. Have you thought about how you use language? If not, you might be surprised by how your own language varies (from how much -ing vs. -in you use to your speech in formal or informal situations). Taking some time to get to know yourself as a language producer and perceiver will help you come to terms with your linguistic identity.
Get to know students’ linguistic backgrounds. No matter where you teach, you will surely come across language variation. Recognizing this will help you understand students and how they use language. Students come from different linguistic backgrounds and bring different language experiences (with different associated norms). I get to know students by having them talk about where they are from on the first day of class, but mostly this work requires listening for clues enabling you to differentiate between, for instance, dialectal features (e.g. “ain’t”) and mispronunciations.
Become aware of linguistic assumptions. Though it is not always easy to talk about, we all have linguistic biases. These might surface as pet peeves (see Weird Al’s parody “Word Crimes” for some examples), stereotypes (e.g. that “southern”-sounding speakers are “lazy”), or assumptions (e.g. thinking there is an objectively “right” or “correct” way of talking). Acknowledging and addressing these biases will help you see language more objectively and address language in the classroom more dynamically.
Know how linguistic assumptions affect the learning environment. Regardless of whether you teach a course that discusses language or not, you are in a position to set rules and expectations about language. As such, it is important to consider what you tell students about language. Language assumptions can lead to linguistic profiling. They can make students linguistically insecure, or feel they are somehow linguistically inferior. Make sure you’re creating classrooms flexibly, accommodating multiple and diverse language uses.
Be willing to accommodate. As a result of individual linguistic backgrounds, students’ language behaviors might not map to your expectations. Some students might not have experience writing essays, but might be profound bloggers, tweeters, or novelists. Some might speak different languages or come from backgrounds where there are different cultural norms surrounding language use (e.g. the use of silence, turn-taking, interruptions, etc.). Before jumping to conclusions, ask yourself if a student comes from a culture where language use is governed by different rules. Be flexible, willing to accommodate, and work together toward where you all hope to go. Start by defining culture- or dialect-specific terms in course content and assessments; vary assessment types to accommodate different communication preferences; and grade based on content, not grammar (unless grammar is the focus of your class). Grammar-based grading privileges native-English speakers and students from certain educational backgrounds.
Recognize linguistic diversity as a resource. Some assume classrooms should run under cultural norms expected by a given region, country, or community. However, as sociolinguist Carmen Fought (2006) points out, “…interactional patterns from different ethnic groups might enhance learning and ultimately provide all participants with a wide range of skills.” Seek to understand ways the inclusion of several different interactional norms and behaviors might benefit learning environments. Some communities, for instance, encourage a “collective orientation […] group harmony, and the avoidance of conflict” in classrooms. Though inclusion of this orientation can be viewed as problematic, it could also be used to teach concern for others, humility, and an ability to work cooperatively (pp. 193-4).
If we aim to make students feel seen and heard, we must question what we really listen to when students communicate. We have an opportunity to co-construct an inclusive curriculum, classroom, and community built out of diverse linguistic resources.
Authored by:
Madeline Shellgren
Posted on: Teaching Toolkit Tailgate
Seven Tips Toward Linguistic Inclusion
You might think linguistic diversity equates to different languages...
Authored by:
PEDAGOGICAL DESIGN
Thursday, Jul 30, 2020
Posted on: Center for Teaching and Learning Innovation
JUSTICE AND BELONGING
Inclusive Classroom Activities
This post delves into inclusive classroom activities as part of the Inclusive Pedagogy playlist.
What are some strategies for inclusive classroom activities?
Classroom activities and interactions are where learners spend the most time with the educator. It is the space to build in trust, transparency, collaboration, and inclusivity. Some specific strategies include:
Build rapport with learners, as it is one of the most effective ways to make learners feel like they belong. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester.
Learn learners' names and pronouns (if they share) and how to pronounce their names correctly. Do not call roll on the first day, as learners’ names on the roster may not match the name they use. Encourage learners to also learn and use each other’s names and pronouns correctly.
Make connections of class sessions to the larger learning goals of the course, to the larger field, and to the world.
Collaborate with learners to develop ground rules and norms
Anticipate subject matters that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively
Deliver content through accessible principles and Universal Design for Learning. You may also want to consider incorporating breaks if your class session is long.
Incorporate into classroom activities a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (University of Michigan).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with resources if they want further support
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Refrain from making assumptions about learners, requiring learners have to speak on behalf of their identities, letting harmful comments by learners go unaddressed
If a challenging moment arises, use the P.A.L.S. method to address it in the moment and follow up with those harmed, as needed
How can I reflect on my classroom activities for inclusion?
Some reflection questions to consider:
How might the ways I set up classroom spaces and activities foster inclusion or disinclusion?
How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom?
How can I build rapport with my learners, and what impact do I think this has had on their sense of belonging?
How can I connect individual class sessions to the broader learning goals and real-world applications?
How can I involve learners in co-creating and upholding classroom ground rules, norms, and activities?
How can I prepare for and address potentially sensitive topics in my teaching?
How can I incorporate diverse perspectives into my syllabus and classroom activities in a way that is meaningful and not tokenizing?
What methods can I use to ensure all learner voices are heard and supported in classroom discussions?
Where can I learn more about inclusive classroom activities?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Guide for Inclusive Teaching at Columbia
Harvard’s Teaching in Racially Diverse College Classrooms
Ohio University’s Building Rapport
University of Chicago’s Inclusive Pedagogy Strategies
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice
Return to the Inclusive Pedagogy playlist.
What are some strategies for inclusive classroom activities?
Classroom activities and interactions are where learners spend the most time with the educator. It is the space to build in trust, transparency, collaboration, and inclusivity. Some specific strategies include:
Build rapport with learners, as it is one of the most effective ways to make learners feel like they belong. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester.
Learn learners' names and pronouns (if they share) and how to pronounce their names correctly. Do not call roll on the first day, as learners’ names on the roster may not match the name they use. Encourage learners to also learn and use each other’s names and pronouns correctly.
Make connections of class sessions to the larger learning goals of the course, to the larger field, and to the world.
Collaborate with learners to develop ground rules and norms
Anticipate subject matters that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively
Deliver content through accessible principles and Universal Design for Learning. You may also want to consider incorporating breaks if your class session is long.
Incorporate into classroom activities a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (University of Michigan).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with resources if they want further support
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
Refrain from making assumptions about learners, requiring learners have to speak on behalf of their identities, letting harmful comments by learners go unaddressed
If a challenging moment arises, use the P.A.L.S. method to address it in the moment and follow up with those harmed, as needed
How can I reflect on my classroom activities for inclusion?
Some reflection questions to consider:
How might the ways I set up classroom spaces and activities foster inclusion or disinclusion?
How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom?
How can I build rapport with my learners, and what impact do I think this has had on their sense of belonging?
How can I connect individual class sessions to the broader learning goals and real-world applications?
How can I involve learners in co-creating and upholding classroom ground rules, norms, and activities?
How can I prepare for and address potentially sensitive topics in my teaching?
How can I incorporate diverse perspectives into my syllabus and classroom activities in a way that is meaningful and not tokenizing?
What methods can I use to ensure all learner voices are heard and supported in classroom discussions?
Where can I learn more about inclusive classroom activities?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Guide for Inclusive Teaching at Columbia
Harvard’s Teaching in Racially Diverse College Classrooms
Ohio University’s Building Rapport
University of Chicago’s Inclusive Pedagogy Strategies
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice
Return to the Inclusive Pedagogy playlist.
Authored by:
Bethany Meadows

Posted on: Center for Teaching and Learning Innovation

Inclusive Classroom Activities
This post delves into inclusive classroom activities as part of the...
Authored by:
JUSTICE AND BELONGING
Monday, Jul 29, 2024
Posted on: #iteachmsu
NAVIGATING CONTEXT
Optional Syllabus Statements: Inclusion
The following are a optional Inclusion Statements to include on your syllabus:
Michigan State University is committed to providing access and promoting/protecting freedom of speech in an inclusive learning environment. Discrimination and harassment based on a protected identity are prohibited. Please review MSU’s Notice of Non-Discrimination, Anti-Harassment, and Non-Retaliation.
In this class, we will work together to create and maintain a respectful teaching and learning environment where we engage in conversations that challenge our perspectives and understanding.
Please let me know if you would like me to use a name for you that is not reflected in the University system or if there is anything else I can do to support your access to this class.
Language that should NOT be included in a syllabus
Language that appears to promote protected identity-based preferences or otherwise violates federal or state civil rights laws
Language that appears to restrict First Amendment rights
References to any “policy” that is not a University or unit-level policy
Also, for your reference:Religious Observances & Holidays: Michigan State University has long had a policy to permit students, faculty/academic staff, and support staff to observe those holidays set aside by their chosen religious faith.
Links to the policies can be found below:
Religious Observance Policy (students, faculty, academic staff)
Support Staff Policy for Observance of Religious Holidays (support staff)
More information about religious holidays and traditions can be found online.
Interfaith Calendar
Center for Spiritual and Ethical Education
Ramadan at MSU
Provisional Land Acknowledgement: (This paragraph is intended to be read at the beginning of formal events or published in printed material.)
We collectively acknowledge that Michigan State University occupies the ancestral, traditional, and contemporary Lands of the Anishinaabeg – Three Fires Confederacy of Ojibwe, Odawa, and Potawatomi peoples. In particular, the University resides on Land ceded in the 1819 Treaty of Saginaw. We recognize, support, and advocate for the sovereignty of Michigan’s twelve federally-recognized Indian nations, for historic Indigenous communities in Michigan, for Indigenous individuals and communities who live here now, and for those who were forcibly removed from their Homelands. By offering this Land Acknowledgement, we affirm Indigenous sovereignty and will work to hold Michigan State University more accountable to the needs of American Indian and Indigenous peoples.Visit MSU's American Indian and Indigenous Studies page for more information on Land Acknowledgements.
Michigan State University is committed to providing access and promoting/protecting freedom of speech in an inclusive learning environment. Discrimination and harassment based on a protected identity are prohibited. Please review MSU’s Notice of Non-Discrimination, Anti-Harassment, and Non-Retaliation.
In this class, we will work together to create and maintain a respectful teaching and learning environment where we engage in conversations that challenge our perspectives and understanding.
Please let me know if you would like me to use a name for you that is not reflected in the University system or if there is anything else I can do to support your access to this class.
Language that should NOT be included in a syllabus
Language that appears to promote protected identity-based preferences or otherwise violates federal or state civil rights laws
Language that appears to restrict First Amendment rights
References to any “policy” that is not a University or unit-level policy
Also, for your reference:Religious Observances & Holidays: Michigan State University has long had a policy to permit students, faculty/academic staff, and support staff to observe those holidays set aside by their chosen religious faith.
Links to the policies can be found below:
Religious Observance Policy (students, faculty, academic staff)
Support Staff Policy for Observance of Religious Holidays (support staff)
More information about religious holidays and traditions can be found online.
Interfaith Calendar
Center for Spiritual and Ethical Education
Ramadan at MSU
Provisional Land Acknowledgement: (This paragraph is intended to be read at the beginning of formal events or published in printed material.)
We collectively acknowledge that Michigan State University occupies the ancestral, traditional, and contemporary Lands of the Anishinaabeg – Three Fires Confederacy of Ojibwe, Odawa, and Potawatomi peoples. In particular, the University resides on Land ceded in the 1819 Treaty of Saginaw. We recognize, support, and advocate for the sovereignty of Michigan’s twelve federally-recognized Indian nations, for historic Indigenous communities in Michigan, for Indigenous individuals and communities who live here now, and for those who were forcibly removed from their Homelands. By offering this Land Acknowledgement, we affirm Indigenous sovereignty and will work to hold Michigan State University more accountable to the needs of American Indian and Indigenous peoples.Visit MSU's American Indian and Indigenous Studies page for more information on Land Acknowledgements.
Posted by:
Makena Neal

Posted on: #iteachmsu

Optional Syllabus Statements: Inclusion
The following are a optional Inclusion Statements to include on you...
Posted by:
NAVIGATING CONTEXT
Monday, Aug 18, 2025
Posted on: Center for Teaching and Learning Innovation
JUSTICE AND BELONGING
Inclusive Assignments and Assessments
This post delves into inclusive assignments and assessment as part of the Inclusive Pedagogy playlist.
What are some strategies for inclusive assignments and assessments?
The assignments you give and how you assess them can work to be inclusive to all learners. Equitable assignments take into consideration how to help all learners succeed by incorporating flexibility, scaffolded learning, clarity, and inclusive assessment. Some specific strategies include:
Connect assignments to the course learning outcomes
Scaffold assignments to not only begin with low-stakes before moving to higher-stakes assignments, but also allow for practice, feedback, and revision
Design assignments that are authentic to the practical skills and norms that learners will need once they graduate
Allow for learners to bring in their cultural and lived experiences as well as incorporate examples and materials from diverse perspectives and authors. For instance, if you use case studies, these should include diverse perspectives and identities
Incorporate flexibility in options for learners to engage and compose in multiple means (e.g., essays, presentations, projects, audio, visual)
Develop Transparent Assignment Design (TAD) where you have clear, well-structured assignments and assessments
Provide assignment instructions in writing and verbally
Use inclusive and non-binary language in assignments and assessments and remove any problematic language
Consider the equity issues that arise when using proctoring and potential alternatives
If using tests, quizzes, or exams, provide ample time for it to be completed and account for learners’ testing anxiety by previewing exactly the realms they should study for
If using a rubric, share it ahead of time and answer questions learners may have on how you will asses it
Provide feedback throughout the assignment process and once their final submission is in that helps learners understand what they did well and areas to improve in
Consider assessing work in D2L’s anonymous mode to reduce implicit bias
Assess learners’ work when you are in a space to provide equitable and kind feedback and grades. For instance, if you have had a really bad day, your grading may be unconsciously harsher
How can I reflect on my assignments and assessments for inclusion?
Some reflection questions for thinking about inclusion in your assignments and assessments include:
How well do my assignments connect to the course learning outcomes, and how can I communicate this to learners?
How do I structure assignments to provide low-stakes tasks, practice, feedback, and revision opportunities before high-stakes assignments?
How do my assignments reflect practical skills and norms relevant to learners' future careers, and how can they be made more authentic?
How can I incorporate learners' cultural and lived experiences into assignments, and how diverse are the perspectives and examples I use?
What options do I offer for assignment completion (e.g., essays, presentations), and how can I expand these to better meet learner needs?
How clear and well-structured are my assignments for a learner perspective, and what feedback have I received from learners about this?
Do I provide assignment instructions in both written and verbal formats to ensure understanding?
How inclusive is the language in my assignments, and how can I improve it?
What equity issues might arise from proctoring tools, and what alternatives can I consider? How do I allocate time for tests and help learners manage testing anxiety and preparation?
How can I share grading criteria ahead of time and provide feedback that helps learners understand their strengths and areas for improvement?
How can I ensure I am in a positive and equitable mindset when grading, and what strategies do I use for providing constructive feedback?
Where can I learn more about inclusive assignments and assessments?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Assessing Equitably with All Learners in Mind
Denver’s Inclusive Assessment
Indiana University Bloomington’s Equitable Assignment Design
Indiana University Bloomington’s Proctoring and Equity
New York University’s Inclusive Curriculum Design and Assessment Practices
Reinert Center’s Creating Inclusive Course Assignments
Continue to read more about inclusive pedagogy in the next article on inclusive classroom activities or return to the Inclusive Pedagogy playlist.
What are some strategies for inclusive assignments and assessments?
The assignments you give and how you assess them can work to be inclusive to all learners. Equitable assignments take into consideration how to help all learners succeed by incorporating flexibility, scaffolded learning, clarity, and inclusive assessment. Some specific strategies include:
Connect assignments to the course learning outcomes
Scaffold assignments to not only begin with low-stakes before moving to higher-stakes assignments, but also allow for practice, feedback, and revision
Design assignments that are authentic to the practical skills and norms that learners will need once they graduate
Allow for learners to bring in their cultural and lived experiences as well as incorporate examples and materials from diverse perspectives and authors. For instance, if you use case studies, these should include diverse perspectives and identities
Incorporate flexibility in options for learners to engage and compose in multiple means (e.g., essays, presentations, projects, audio, visual)
Develop Transparent Assignment Design (TAD) where you have clear, well-structured assignments and assessments
Provide assignment instructions in writing and verbally
Use inclusive and non-binary language in assignments and assessments and remove any problematic language
Consider the equity issues that arise when using proctoring and potential alternatives
If using tests, quizzes, or exams, provide ample time for it to be completed and account for learners’ testing anxiety by previewing exactly the realms they should study for
If using a rubric, share it ahead of time and answer questions learners may have on how you will asses it
Provide feedback throughout the assignment process and once their final submission is in that helps learners understand what they did well and areas to improve in
Consider assessing work in D2L’s anonymous mode to reduce implicit bias
Assess learners’ work when you are in a space to provide equitable and kind feedback and grades. For instance, if you have had a really bad day, your grading may be unconsciously harsher
How can I reflect on my assignments and assessments for inclusion?
Some reflection questions for thinking about inclusion in your assignments and assessments include:
How well do my assignments connect to the course learning outcomes, and how can I communicate this to learners?
How do I structure assignments to provide low-stakes tasks, practice, feedback, and revision opportunities before high-stakes assignments?
How do my assignments reflect practical skills and norms relevant to learners' future careers, and how can they be made more authentic?
How can I incorporate learners' cultural and lived experiences into assignments, and how diverse are the perspectives and examples I use?
What options do I offer for assignment completion (e.g., essays, presentations), and how can I expand these to better meet learner needs?
How clear and well-structured are my assignments for a learner perspective, and what feedback have I received from learners about this?
Do I provide assignment instructions in both written and verbal formats to ensure understanding?
How inclusive is the language in my assignments, and how can I improve it?
What equity issues might arise from proctoring tools, and what alternatives can I consider? How do I allocate time for tests and help learners manage testing anxiety and preparation?
How can I share grading criteria ahead of time and provide feedback that helps learners understand their strengths and areas for improvement?
How can I ensure I am in a positive and equitable mindset when grading, and what strategies do I use for providing constructive feedback?
Where can I learn more about inclusive assignments and assessments?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Assessing Equitably with All Learners in Mind
Denver’s Inclusive Assessment
Indiana University Bloomington’s Equitable Assignment Design
Indiana University Bloomington’s Proctoring and Equity
New York University’s Inclusive Curriculum Design and Assessment Practices
Reinert Center’s Creating Inclusive Course Assignments
Continue to read more about inclusive pedagogy in the next article on inclusive classroom activities or return to the Inclusive Pedagogy playlist.
Authored by:
Bethany Meadows

Posted on: Center for Teaching and Learning Innovation

Inclusive Assignments and Assessments
This post delves into inclusive assignments and assessment as part ...
Authored by:
JUSTICE AND BELONGING
Monday, Jul 29, 2024
Posted on: Center for Teaching and Learning Innovation
JUSTICE AND BELONGING
Centering Intersectionality in Inclusive Pedagogy
This post provides an overview of intersectionality as part of the Inclusive Pedagogy playlist.
Intersectionality acknowledges that folks’ identities are multi-faceted and interconnected, influencing their experiences and interactions. Intersectionality is a framework to consider the ways that groups and individuals have unique combinations of privilege and discrimination. Within this, society has interlocking and overlapping systems of oppression. These systems create our institutions, which include education, banking, criminal justice and law, state welfare, media, housing, etc. (Kendall). Then, each of these systems not only interlock and overlap, but they create obstacles, harm, and oppression for anyone who does not have societally privileged identities (white, straight, cisgender, abled-bodied and able-minded, high socioeconomic status, thin body size, etc.). All identities (e.g., race, nationality, language use, gender, sexuality, religion, class, immigration status, trauma survivorship, etc.) are contextually specific to a place and time. These identities cannot be separated at that individual level. For instance, Crenshaw discusses how intersectionality helps to “account for multiple grounds of identity when considering how the social world is constructed” (1245). In other words, each identity interplays with one another to where they can’t be disentangled, such as a Black woman’s experiences may be an interplay of racism and sexism called misogynoir.
In considering these identity and institutional dimensions, there are many visual iterations of identities (Cabiness-Atkinson). The Northcentral University Diversity Wheel illustrates the various components of identity that are personal to self, such as gender, age, race, etc., to those that are developed by social influences and life as well as how that is affected by positionalities within institutions.
As educators, we must consider our own intersectional identities and how those interact with the systems of oppression and its institutions. To model this inclusive and intersectional pedagogy, it is recommended to (revised and adapted from Case 9):
Reflect and unpack on your own identities and biases and how that may “alter lived experiences of prejudice and discrimination, privilege and opportunities, and perspectives from particular social locations.” One way is to attend MSU’s Implicit Bias Certification course. Another avenue to reflect and unpack would be to engage with the University of Illinois' compilation of activities to raise awareness of biases.
Continue to unlearn and learn and continually strive to learn more about identities, privilege, and inclusive pedagogy. Some initial and/or continuing resources include Boston University’s Self-Guided Diversity and Inclusion Learning Toolkits.
Foster learner reflection and agency for their own un/learning. Some strategies for this are included later in this series’ Classroom Activities article.
Incorporate diverse social identities typically neglected in course curriculum, interdisciplinary ways of thinking, multiple pathways for learners, and an asset-based approach for thinking about learners.
In addition to the above, the next articles will continue to offer ways to become more inclusive and intersectional in education.
Continue to read more about inclusive pedagogy in the next article, “Unpacking Problematic Language” or return to the Inclusive Pedagogy playlist.
Intersectionality acknowledges that folks’ identities are multi-faceted and interconnected, influencing their experiences and interactions. Intersectionality is a framework to consider the ways that groups and individuals have unique combinations of privilege and discrimination. Within this, society has interlocking and overlapping systems of oppression. These systems create our institutions, which include education, banking, criminal justice and law, state welfare, media, housing, etc. (Kendall). Then, each of these systems not only interlock and overlap, but they create obstacles, harm, and oppression for anyone who does not have societally privileged identities (white, straight, cisgender, abled-bodied and able-minded, high socioeconomic status, thin body size, etc.). All identities (e.g., race, nationality, language use, gender, sexuality, religion, class, immigration status, trauma survivorship, etc.) are contextually specific to a place and time. These identities cannot be separated at that individual level. For instance, Crenshaw discusses how intersectionality helps to “account for multiple grounds of identity when considering how the social world is constructed” (1245). In other words, each identity interplays with one another to where they can’t be disentangled, such as a Black woman’s experiences may be an interplay of racism and sexism called misogynoir.
In considering these identity and institutional dimensions, there are many visual iterations of identities (Cabiness-Atkinson). The Northcentral University Diversity Wheel illustrates the various components of identity that are personal to self, such as gender, age, race, etc., to those that are developed by social influences and life as well as how that is affected by positionalities within institutions.
As educators, we must consider our own intersectional identities and how those interact with the systems of oppression and its institutions. To model this inclusive and intersectional pedagogy, it is recommended to (revised and adapted from Case 9):
Reflect and unpack on your own identities and biases and how that may “alter lived experiences of prejudice and discrimination, privilege and opportunities, and perspectives from particular social locations.” One way is to attend MSU’s Implicit Bias Certification course. Another avenue to reflect and unpack would be to engage with the University of Illinois' compilation of activities to raise awareness of biases.
Continue to unlearn and learn and continually strive to learn more about identities, privilege, and inclusive pedagogy. Some initial and/or continuing resources include Boston University’s Self-Guided Diversity and Inclusion Learning Toolkits.
Foster learner reflection and agency for their own un/learning. Some strategies for this are included later in this series’ Classroom Activities article.
Incorporate diverse social identities typically neglected in course curriculum, interdisciplinary ways of thinking, multiple pathways for learners, and an asset-based approach for thinking about learners.
In addition to the above, the next articles will continue to offer ways to become more inclusive and intersectional in education.
Continue to read more about inclusive pedagogy in the next article, “Unpacking Problematic Language” or return to the Inclusive Pedagogy playlist.
Authored by:
Bethany Meadows

Posted on: Center for Teaching and Learning Innovation

Centering Intersectionality in Inclusive Pedagogy
This post provides an overview of intersectionality as part of the ...
Authored by:
JUSTICE AND BELONGING
Monday, Jul 29, 2024
Posted on: #iteachmsu
JUSTICE AND BELONGING
Inclusivity in the Classroom
The first 48 minutes the professor spoke only in Telefolmin, a language from a remote tribe in Papua New Guinea, says Jay Loftus, curriculum development specialist who shared the story of his own experience as an undergraduate student listening to a lecture on defining culture from a professor of Anthropology. “He wouldn’t respond to questions in English, and he ignored pleas from the class to ‘explain’ what he was doing. He drew pictures on the board to try to explain things to the puzzled audience and pointed at people and objects to help us make sense of what was going on. During the last minute of the class, the professor said something to the effect that it must be disturbing not knowing the language or the culture of your surroundings.”
Such an experience is an almost perfect inversion of the inclusivity practices MSU faculty strive for. MSU’s inclusion ideal is wide-ranging; inclusion isn’t limited to identity or history, but the multi-dimensional layers that create unique individuals. Pedagogy isn’t written with formulas and checkboxes to ensure we’ve covered every facet of human experience. Inclusion is awareness of what we know and acknowledgement of what we don’t know. It’s the human side of the work, that when done well still has the risk of causing unintentional harm, and when ignored can impede a learner’s progress and ultimately student success.
The Digital Pedagogy Lab (DPL) stresses the role that intentionality can play in mitigating negative impacts and empowering groups of learners often neglected by traditional approaches. The course Inclusive Design and Design Justice in Practice within the DPL uses the description, "Inclusive design is intentional and iterative design work aimed at supporting a range of human diversity. In education, inclusive design focuses on the creation of learning spaces and materials that support diverse learners and that help to counteract biased and exclusionary designs that pervade education.”
Those looking to center inclusivity in their pedagogy are not alone — a host of resources exists at the university to enable educators to bolster their inclusivity practices.
In the Classroom
“Every single person has their own lived experiences and truths that can be used to teach others,” said Jackie Heyman, director of the MSU Dialogues course. Student videos produced during an Integrative Studies in Social Science course highlight a few such perspectives. The “Free My Brothers” video by MSU student Naomi Johnson shares insights into the system of race and class that impact her family and many others. Dailin “James” Song provides a glimpse into “Garbage Sorting Guangzhou, China” and the change that resulted to the surrounding community. Anna Forest’s video entitled “The Blind Leading the Blind” discussed a world that so few people experience while educating them to better engage with the visually impaired population.
A shift in focus to digital accessibility and the move to captions for video, as well as digital artifacts that can be read with a screen reader, has seen improved comprehension in overall classroom performance when made available to the entire class. As educators, there are expansive resources and ideas to implement in the classroom. Below are a few examples followed by a long list of additional resources.
Start with the “Cultural Embeddedness in Learning” assignment, recommended Dave Goodrich. This assignment pairs students with someone they do not know to interview each other using the StoryCorps app on their phones and a pre-selected set of questions. They tend to find the assignment helpful for building an inclusive community of learning together in the class early on. When we first ran it, we didn’t have it at the beginning of class which we quickly learned was a much better place for it.
Use an intergroup dialogue model of sharing and learning to help students connect.
Consider authors and researchers used in the curriculum to offer a variety of identities that may relate to students in different ways.
Bring DEI to the forefront in a project-based way, using technology to create a visual digital story. Eddie Boucher, Assistant Professor in the Center for Integrative Studies in Social Sciences and Hub Faculty Fellow, designed classes to complement the conversations and experiences 18-20-year-olds are already having, and to incorporate integrative studies and DEI into those experiences.
Consider using open-format for final assessments. In Ellie Louson’s HPS classes at Lyman Briggs College, MSU, students can choose to write a standard paper or select from a variety of other formats: podcast, photo display, video, painting, presentation, or any other creative format where they can apply themes from the class and demonstrate what they’ve learned. In her experience, students enjoy and are more engaged by these projects, they’re more comfortable working in their preferred format, and they describe feeling much less pressure at the end of the term.
Resources
Academic Advancement Network resources on accessibility
MSU Technology accessibility site
Accessible Learning Conference
Office of Inclusion and Intercultural Initiatives Anti-Racist Pathway resources
MSU Hub for Innovation in Learning and Technology Medium blog
General Education with a Twist article
Student films from their perspectives
#iteachmsu Commons articles
LEAD - Digital Access & Inclusion, a compilation of MSU policy and resources by Nate Evans
Keeping Identity In Mind: A Teaching and Learning Story, playlist of articles by Maddie Shellgren
Cultivating Inclusive Classrooms: Inclusive Curriculum Design, article by Melissa McDaniels
Seven Tips Toward Linguistic Inclusion: article by Maddie Shellgren
Accessibility Considerations in Remote Teaching, playlist posted by Makena Neal
NATIONAL
Learning for Change - We provide free resources to educators—teachers, administrators, counselors, and other practitioners. Educators use our materials to supplement the curriculum, to inform their practices, and to create inclusive school communities where children and youth are respected, valued, and welcome participants.
SEISMIC - sustained multi-institutional, multi-disciplinary STEM education research and development collaboration. This collaboration is motivated by a clear-eyed, openly stated focus on equity and inclusion in large foundational courses as the central goal of the reform process, harnessing a higher level of collective passion from the students, faculty, staff, and administrators who participate. We will help to define a new standard for STEM reform projects: a class cannot be successful unless it is equitable and inclusive.
NCFDD - National Center for Faculty Development & Diversity: an independent professional development, training, and mentoring community for faculty members, postdocs, and graduate students. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. MSU has institutional access to the NCFDD that is available to educators. Learn more at AAN.
Such an experience is an almost perfect inversion of the inclusivity practices MSU faculty strive for. MSU’s inclusion ideal is wide-ranging; inclusion isn’t limited to identity or history, but the multi-dimensional layers that create unique individuals. Pedagogy isn’t written with formulas and checkboxes to ensure we’ve covered every facet of human experience. Inclusion is awareness of what we know and acknowledgement of what we don’t know. It’s the human side of the work, that when done well still has the risk of causing unintentional harm, and when ignored can impede a learner’s progress and ultimately student success.
The Digital Pedagogy Lab (DPL) stresses the role that intentionality can play in mitigating negative impacts and empowering groups of learners often neglected by traditional approaches. The course Inclusive Design and Design Justice in Practice within the DPL uses the description, "Inclusive design is intentional and iterative design work aimed at supporting a range of human diversity. In education, inclusive design focuses on the creation of learning spaces and materials that support diverse learners and that help to counteract biased and exclusionary designs that pervade education.”
Those looking to center inclusivity in their pedagogy are not alone — a host of resources exists at the university to enable educators to bolster their inclusivity practices.
In the Classroom
“Every single person has their own lived experiences and truths that can be used to teach others,” said Jackie Heyman, director of the MSU Dialogues course. Student videos produced during an Integrative Studies in Social Science course highlight a few such perspectives. The “Free My Brothers” video by MSU student Naomi Johnson shares insights into the system of race and class that impact her family and many others. Dailin “James” Song provides a glimpse into “Garbage Sorting Guangzhou, China” and the change that resulted to the surrounding community. Anna Forest’s video entitled “The Blind Leading the Blind” discussed a world that so few people experience while educating them to better engage with the visually impaired population.
A shift in focus to digital accessibility and the move to captions for video, as well as digital artifacts that can be read with a screen reader, has seen improved comprehension in overall classroom performance when made available to the entire class. As educators, there are expansive resources and ideas to implement in the classroom. Below are a few examples followed by a long list of additional resources.
Start with the “Cultural Embeddedness in Learning” assignment, recommended Dave Goodrich. This assignment pairs students with someone they do not know to interview each other using the StoryCorps app on their phones and a pre-selected set of questions. They tend to find the assignment helpful for building an inclusive community of learning together in the class early on. When we first ran it, we didn’t have it at the beginning of class which we quickly learned was a much better place for it.
Use an intergroup dialogue model of sharing and learning to help students connect.
Consider authors and researchers used in the curriculum to offer a variety of identities that may relate to students in different ways.
Bring DEI to the forefront in a project-based way, using technology to create a visual digital story. Eddie Boucher, Assistant Professor in the Center for Integrative Studies in Social Sciences and Hub Faculty Fellow, designed classes to complement the conversations and experiences 18-20-year-olds are already having, and to incorporate integrative studies and DEI into those experiences.
Consider using open-format for final assessments. In Ellie Louson’s HPS classes at Lyman Briggs College, MSU, students can choose to write a standard paper or select from a variety of other formats: podcast, photo display, video, painting, presentation, or any other creative format where they can apply themes from the class and demonstrate what they’ve learned. In her experience, students enjoy and are more engaged by these projects, they’re more comfortable working in their preferred format, and they describe feeling much less pressure at the end of the term.
Resources
Academic Advancement Network resources on accessibility
MSU Technology accessibility site
Accessible Learning Conference
Office of Inclusion and Intercultural Initiatives Anti-Racist Pathway resources
MSU Hub for Innovation in Learning and Technology Medium blog
General Education with a Twist article
Student films from their perspectives
#iteachmsu Commons articles
LEAD - Digital Access & Inclusion, a compilation of MSU policy and resources by Nate Evans
Keeping Identity In Mind: A Teaching and Learning Story, playlist of articles by Maddie Shellgren
Cultivating Inclusive Classrooms: Inclusive Curriculum Design, article by Melissa McDaniels
Seven Tips Toward Linguistic Inclusion: article by Maddie Shellgren
Accessibility Considerations in Remote Teaching, playlist posted by Makena Neal
NATIONAL
Learning for Change - We provide free resources to educators—teachers, administrators, counselors, and other practitioners. Educators use our materials to supplement the curriculum, to inform their practices, and to create inclusive school communities where children and youth are respected, valued, and welcome participants.
SEISMIC - sustained multi-institutional, multi-disciplinary STEM education research and development collaboration. This collaboration is motivated by a clear-eyed, openly stated focus on equity and inclusion in large foundational courses as the central goal of the reform process, harnessing a higher level of collective passion from the students, faculty, staff, and administrators who participate. We will help to define a new standard for STEM reform projects: a class cannot be successful unless it is equitable and inclusive.
NCFDD - National Center for Faculty Development & Diversity: an independent professional development, training, and mentoring community for faculty members, postdocs, and graduate students. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. MSU has institutional access to the NCFDD that is available to educators. Learn more at AAN.
Posted by:
Erica Venton
Posted on: #iteachmsu
Inclusivity in the Classroom
The first 48 minutes the professor spoke only in Telefolmin, a lang...
Posted by:
JUSTICE AND BELONGING
Tuesday, Jul 30, 2024
Posted on: #iteachmsu
JUSTICE AND BELONGING
Globally Inclusive Teaching Resources
Greetings Educators!Are you, do you, or have you ever - crossed paths with an international student or colleague at MSU? It is highly unlikely that your answer to these prompts would be "no" given the following information provided by the Office for International Students and Scholars (OISS):
Since admitting its first international students in 1873, MSU has welcomed tens of thousands of international students and scholars to East Lansing. Today, MSU is home to over 9,000 international students, scholars, and their dependent family members from more than 140 countries. In addition to contributing to the academic and intercultural environment, international students also have a tremendous positive economic impact on the Greater Lansing area. Michigan State University's international students contribute $324.5 million to the local economy through spending on education, housing, dining, retail, transportation, telecommunications, and health care. This economic impact supports 4,675 jobs in the Greater Lansing area. Source: NAFSA International Student Economic Value Tool
Given the significant presence of international students and scholars and the depth of contributions they make in the Spartan community, it is crucial that you consider diversity, equity, and inclusion from a global perspective. For starters, check out the Michigan State University's own: James M. Lucas, Nicola Imbracsio, and Sheila Marquardt have shared an excellent resource on Global Diversity, Equity, and Inclusion for educators entitled "Global DEI Models and Methods" (2021). You can access the PDF of this resource on iteach.msu.edu. You should also visit the Global and Intercultural Learning at MSU page for more information about internationalizing undergraduate experiences. To learn more about this topic, review the "Internationalizing the Student Experience: Working Group Report."You should also consider varying degrees of familiarity with spoken and written english. Every learner is unique in their exposure to and experience with english. For a guided asynchronous experience to help you think more on this topic, explore the "Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" playlist! An additional resources is "Seven Tips Toward Linguistic Inclusion". Both of these resources were shared directly by other educators at MSU. Another MSU resource for linguistic inclusion is the English Language Center. You should, at a minimum, be aware of the services and programs they provide!More broadly speaking, there are other resources to help you think about inclusive teaching. A great place to start is MSU Libraries' Inclusive Teaching page. In partnership with the Office of the Associate Provost for Undergraduate Education and the Office for Inclusion and Intercultural Initiatives, MSU librarians have developed this site to highlight research and resources focusing on inclusive teaching in the disciplines. The site is a work in progress. Librarians have begun gathering resources by carrying out preliminary searches in their subject areas and summarizing their findings and search processes. These lists are meant to serve as a starting point for faculty interested in looking into research on pedagogy and inclusion in their fields. A breadth of very insighful reasources (relevant to all) are shared in the "Trauma Informed Practice: Resources for Best Practices in the Classroom" article and site. Similarly, an important centeralized resource for all is MSU's Institutional Diversity and Inclusion office, that has developed a great foundational set of resources for Building Inclusive Communities. Some of these resources are also represented, along side many others, in the "Inclusive Teaching and Pedagogy" section of the "Expanded Educator Resources" playlist.Making big changes to your practice can seem overwhleming, but working toward a globally inclusive classroom is critical for the culture of MSU broadly and student success as a whole. You can take small steps to shifting the way you think about the design of your assignments (time based deadlines might not be that inclusive for individuals in time zones other than Eastern), your activities (whose perspectives are represented on your reading list), or even the your very first encounter with learners (a name is often core to one's identity, so correctly naming people is important [visit NameDrop for a free platform where anyone can share the correct pronunciation of their name])!Who will be globally inclusive in their teaching? Spartans will.Photo by Vladislav Klapin on Unsplash
Since admitting its first international students in 1873, MSU has welcomed tens of thousands of international students and scholars to East Lansing. Today, MSU is home to over 9,000 international students, scholars, and their dependent family members from more than 140 countries. In addition to contributing to the academic and intercultural environment, international students also have a tremendous positive economic impact on the Greater Lansing area. Michigan State University's international students contribute $324.5 million to the local economy through spending on education, housing, dining, retail, transportation, telecommunications, and health care. This economic impact supports 4,675 jobs in the Greater Lansing area. Source: NAFSA International Student Economic Value Tool
Given the significant presence of international students and scholars and the depth of contributions they make in the Spartan community, it is crucial that you consider diversity, equity, and inclusion from a global perspective. For starters, check out the Michigan State University's own: James M. Lucas, Nicola Imbracsio, and Sheila Marquardt have shared an excellent resource on Global Diversity, Equity, and Inclusion for educators entitled "Global DEI Models and Methods" (2021). You can access the PDF of this resource on iteach.msu.edu. You should also visit the Global and Intercultural Learning at MSU page for more information about internationalizing undergraduate experiences. To learn more about this topic, review the "Internationalizing the Student Experience: Working Group Report."You should also consider varying degrees of familiarity with spoken and written english. Every learner is unique in their exposure to and experience with english. For a guided asynchronous experience to help you think more on this topic, explore the "Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" playlist! An additional resources is "Seven Tips Toward Linguistic Inclusion". Both of these resources were shared directly by other educators at MSU. Another MSU resource for linguistic inclusion is the English Language Center. You should, at a minimum, be aware of the services and programs they provide!More broadly speaking, there are other resources to help you think about inclusive teaching. A great place to start is MSU Libraries' Inclusive Teaching page. In partnership with the Office of the Associate Provost for Undergraduate Education and the Office for Inclusion and Intercultural Initiatives, MSU librarians have developed this site to highlight research and resources focusing on inclusive teaching in the disciplines. The site is a work in progress. Librarians have begun gathering resources by carrying out preliminary searches in their subject areas and summarizing their findings and search processes. These lists are meant to serve as a starting point for faculty interested in looking into research on pedagogy and inclusion in their fields. A breadth of very insighful reasources (relevant to all) are shared in the "Trauma Informed Practice: Resources for Best Practices in the Classroom" article and site. Similarly, an important centeralized resource for all is MSU's Institutional Diversity and Inclusion office, that has developed a great foundational set of resources for Building Inclusive Communities. Some of these resources are also represented, along side many others, in the "Inclusive Teaching and Pedagogy" section of the "Expanded Educator Resources" playlist.Making big changes to your practice can seem overwhleming, but working toward a globally inclusive classroom is critical for the culture of MSU broadly and student success as a whole. You can take small steps to shifting the way you think about the design of your assignments (time based deadlines might not be that inclusive for individuals in time zones other than Eastern), your activities (whose perspectives are represented on your reading list), or even the your very first encounter with learners (a name is often core to one's identity, so correctly naming people is important [visit NameDrop for a free platform where anyone can share the correct pronunciation of their name])!Who will be globally inclusive in their teaching? Spartans will.Photo by Vladislav Klapin on Unsplash
Authored by:
Makena Neal

Posted on: #iteachmsu

Globally Inclusive Teaching Resources
Greetings Educators!Are you, do you, or have you ever - crossed pat...
Authored by:
JUSTICE AND BELONGING
Tuesday, Jul 30, 2024
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Educator Book Discussion: "What Inclusive Instructors Do"
The Center for Teaching and Learning Innovation and educators discussed the title “What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching” By Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell, Mallory SoRelle (published by Routledge in 2021) on 11/2/23. This title is available in print at the MSU Main Library (Call Number: LB2331 .A34 2021) or as an eBook (via ProQuest EBook Central).
If you missed the discussion or want to continue your reflection, in addition to the great reflection questions incorporated in each chapter of the book, here are the prompts we used for our discussion:
The book defines inclusive instructors as the “literal embodiment of inclusion. Inclusive instructors generate spaces through their scholarship, service, mentorship, teaching, activism, and their very selves. To be an inclusive instructor is to critique and challenge traditions, systems and structures that were constructed to exclude and marginalize”.Is this aspirational or achievable? How / what would you add or change in the definition of an inclusive instructor?
What are you currently doing to create inclusive and welcoming learning environments? How do you incorporate inclusivity in the beginning, middle, and end of the course? How do these things create and support educational equity and belonging?
The book talks about the importance of growth mindset in this work. That as humans we never "fully arrive". How do you (currently or aspire to) continue your learning and development journey in this area?
In your opinion, how can educators measure the effectiveness of their inclusive teaching practices? What indicators or assessment tools can help them gauge the impact of their efforts? The naming and framing of this work is important. How can/do you tell the story of your inclusive educator practices?
The group had a conversation rich with activities and resources. Here are a few of the items that came up:
Resources:
Microvalidations
Power Wheel
OFASD Learning Communities
Practices and ideas from the group:
smaller assessments give students feedback on a limited amount of knowledge and they’re less likely to forget everything after the midterm
removed all grades related to "participation" or attendance
1 min check outs (What rocked today? What sucked today?)
Break large exams into the smallest chunks for learning assessments… this allows educators to demonstrate flexibility in large courses
“made a mistake and I had total points of 105 - rather than correcting it, it gave students some room to miss deadlines on some of discussion forums”
small-group exams
“I have my quizzes open Monday and close Friday each week, and they can take as many times as they want while it is open - I still have students who don’t do them, so they will typically use the drops”
“I've been offering flexibility in assignment format. Granted, I teach small grad-level courses so this might not work for larger undergrad courses. But I give students the option to do a traditional academic paper, powerpoint presentation with recorded narrative, or if they have other ideas I ask them to meet with me to talk it through.”
If you’d like to nominate a title for a future CTLI book discussion and/or volunteer to co-facilitate a discussion, please reach out to Makena Neal at mneal@msu.eduCover-photo by Sincerely Media on Unsplash
If you missed the discussion or want to continue your reflection, in addition to the great reflection questions incorporated in each chapter of the book, here are the prompts we used for our discussion:
The book defines inclusive instructors as the “literal embodiment of inclusion. Inclusive instructors generate spaces through their scholarship, service, mentorship, teaching, activism, and their very selves. To be an inclusive instructor is to critique and challenge traditions, systems and structures that were constructed to exclude and marginalize”.Is this aspirational or achievable? How / what would you add or change in the definition of an inclusive instructor?
What are you currently doing to create inclusive and welcoming learning environments? How do you incorporate inclusivity in the beginning, middle, and end of the course? How do these things create and support educational equity and belonging?
The book talks about the importance of growth mindset in this work. That as humans we never "fully arrive". How do you (currently or aspire to) continue your learning and development journey in this area?
In your opinion, how can educators measure the effectiveness of their inclusive teaching practices? What indicators or assessment tools can help them gauge the impact of their efforts? The naming and framing of this work is important. How can/do you tell the story of your inclusive educator practices?
The group had a conversation rich with activities and resources. Here are a few of the items that came up:
Resources:
Microvalidations
Power Wheel
OFASD Learning Communities
Practices and ideas from the group:
smaller assessments give students feedback on a limited amount of knowledge and they’re less likely to forget everything after the midterm
removed all grades related to "participation" or attendance
1 min check outs (What rocked today? What sucked today?)
Break large exams into the smallest chunks for learning assessments… this allows educators to demonstrate flexibility in large courses
“made a mistake and I had total points of 105 - rather than correcting it, it gave students some room to miss deadlines on some of discussion forums”
small-group exams
“I have my quizzes open Monday and close Friday each week, and they can take as many times as they want while it is open - I still have students who don’t do them, so they will typically use the drops”
“I've been offering flexibility in assignment format. Granted, I teach small grad-level courses so this might not work for larger undergrad courses. But I give students the option to do a traditional academic paper, powerpoint presentation with recorded narrative, or if they have other ideas I ask them to meet with me to talk it through.”
If you’d like to nominate a title for a future CTLI book discussion and/or volunteer to co-facilitate a discussion, please reach out to Makena Neal at mneal@msu.eduCover-photo by Sincerely Media on Unsplash
Authored by:
Makena Neal & Monaca Eaton

Posted on: #iteachmsu

Educator Book Discussion: "What Inclusive Instructors Do"
The Center for Teaching and Learning Innovation and educators discu...
Authored by:
PEDAGOGICAL DESIGN
Tuesday, Nov 7, 2023