9 Steps for Inclusion in the Classroom
The School of Engineering and Applied Sciences strives to ensure that every student is successful and feels included in the SEAS community. This student-driven resource—developed by the JEDI Executive Committee and JEDI Student Ambassadors—is designed to support faculty as they develop increasingly inclusive classroom practices.
Cultivate Inclusive Interactions
- Use students’ correct, self-identified names and pronouns.
- Avoid stereotyping students by race, ethnicity, or gender. For example, don’t express surprise at how they speak, or assume they are interested in a topic because of their gender.
- Assume the best of students! Don’t call them out in front of the class if they are leaving class early or arriving late. If you’re concerned, talk to them one-on-one.
Develop Inclusive Policies
- Omit zero-tolerance late policies. Consider alternatives, such as a grace period.
- Be transparent about “participation requirements.” What counts as participation? How is it being graded?
- Invite students to annotate your syllabus at the beginning of the semester, in the form of comments, suggestions, and questions.
Adopt Inclusive Pedagogy
- Share class materials with students when possible (e.g. slides, recorded lessons).
- Use multiple modes of communication and offer different ways to participate in class.
- Vary the students you call on, answers questions from, and show attention to. Implicit bias can cause you to miss some students and prioritize others, even when you don’t intend to.
Bonus Tip: Do students know what your office hours are for?
- Tell students what kinds of questions and topics are appropriate for office hours so that (hesitant) students feel confident attending them.
- If possible, check to see if your office hours are compatible with many students. If not, consider changing the time or adding another window of time.
Read more: Effective and Inclusive Office Hours
Have Questions or Suggestions?
Contact our faculty leaders on inclusive pedagogy.
