Inclusive Teaching: Structure and Mindset

By Sarah Pearce, doctoral student, College of Health

Editor’s note: This post is based on an Ecampus GRAD 516 Graduate Teaching Seminar assignment in which CTL’s Dr. Funmi Amobi asked students to address principles from Inclusive Teaching: Strategies for Promoting Equity in the College Classroom (2022) by Kelly Hogan and Viji Sathy. Students were tasked with writing briefly about a principle they think they are effectively fulfilling and a strategy they find challenging to fulfill. This response is posted with the permission of the author.

From the (Hogan & Sathy, 2022) reading, one principle I believe I have strategies for is “The More Structure, the Better for All Students” principle. As an instructor, I try not to assume that my students will carefully read the syllabus, view the weekly content, read the assignment instructions, and remember all the due dates. Students come from all different backgrounds and lived educational experiences, and you cannot assume that everyone approaches learning in the same way. Because of this, I make sure to include friendly reminders (usually through weekly Canvas announcements) in order to give my students the most information I can while trying to help them be as successful as possible. I never want my students to feel left behind, neglected, or confused about the course expectations or assignments. Thus, I do my best to outline everything for the upcoming week, in addition to doing module recaps of the material at the end of each week. At the start of the term, I also provide a detailed and comprehensive syllabus with helpful student resources and support services included. I make sure my grading criteria and late submission policies are clear so each student is aware of the class guidelines, and I also provide personalized feedback on assignments for each student (which I hope will benefit them). I try to be mindful by looking out for all of my students and checking in with those who are falling behind (e.g., if a student misses a due date, I follow up with them to see if there is anything I can do to support them). I also try to offer positive words and encouragement to students who are doing well in the class.

One principle that I find challenging to fulfill are elements of the “Inclusive Teaching is a Mindset” principle. Having an inclusive classroom is my greatest hope when I teach, and I make sure to include a diversity and equity statement in my syllabus. Coming from an interracial, multi-faceted family, I understand the importance of creating a welcoming, inclusive environment. I always strive to let my students know that there is power in diversity, and I encourage them to (1) ask for help if they need it, and (2) provide help to others if they are asked. That being said, I sometimes struggle to implement other strategies (beyond the ones I already do) that will more effectively cultivate an inclusive, diverse learning environment for all my students. As instructors, it is our job to (1) consider which students may be left behind in our classrooms, and (2) devise a way to combat this by welcoming them in. It is crucial to understand that inclusive teaching practices are broader than just the content and the academic discipline being taught. By acknowledging the differences among students and the diversity in the classroom, I hope I can more effectively connect with my students on a deeper level (and in doing so be a more effective teacher with an inclusive teaching mindset).

Author’s bio: Hello, my name is Sarah Pearce and I am in the Ph.D. program for Kinesiology (which is part of Oregon State University’s College of Health). I moved up to Corvallis from Los Angeles, CA, this past summer, and I am currently a full-time grad student. I am also both an in-person GTA and an Ecampus instructor of record this Fall. Coming from a family of teachers and coaches, I have always enjoyed instructing and working with students. One of the classes I am taking this Fall is GRAD 516 (Graduate Teaching Seminar) with Professor Funmi Amobi. I’ve really enjoyed this online class – the professor is amazing and I’ve learned a lot about effective teaching and fundamental pedagogical skills.