Initial Steps to Creating an Inclusive Teaching and Learning Community

Course syllabi are important aspects of our pedagogy and philosophy around teaching. A syllabus can be understood as a communication document (Gin et al., 2021; Thompson, 2007) and is often one of the first things communicated between instructor and student. As a result, it becomes critical to consider how our course syllabi are reflective of our teaching philosophy, priorities and commitments. Including basic needs resources, using rewarding/positive language, and engaging in proactive inclusion measures are some ways to support students in their process of learning, but also holistically. Below are a few things to consider in taking initial steps to creating a more inclusive learning environment. 

• What do students think is necessary information, versus what do I think is necessary information? 
• Have I acknowledged that students’ personal lives and experiences impact their learning? 
• What areas in the syllabus demonstrate that I am committed to supporting marginalized students’ experiences?
• Have I demonstrated that I am accessible and open to addressing student concerns, especially when learning is impacted because of oppressive dynamics? How?
• Is the language in the syllabus framed from a punitive or rewarding vantage point?
• Have I acknowledged that students bring their own forms of knowledge into the classroom and that this is welcomed? 

There are a number of identities to consider and aspects of a syllabus that can communicate to students who have historically been marginalized that they are valued, included and supported in the classroom. Although statements can be a step to creating a more inclusive environment and equitable learning experience for students, mere inclusion of statements without actions and behavior that proceed them can become a performative effort at inclusion (Ahmed, 2007). Thus, be mindful of what it truly means to create a course where curriculum is accessible and inclusive and where pedagogical strategies and practices support and uplift marginalized students. 

Potential additions:

• Pronouns - adding your own pronouns to your syllabus can signal to a student that you are aware of the varying gender identities and that you are open to supporting varying forms of expression. 
• Land acknowledgement - including a land acknowledgment statement challenges colonial ideologies of the land we are on as being “found” or “discovered” by European settlers. You can also add one or two of the ways you work towards decolonialism in your teaching or life. This encourages students to think more critically about how they show up in the world as well. 
• Accessibility - along with the required accessibility statement, you can include your own note on supporting students with disabilities. Encourage students to come to you and disclose if they feel comfortable, so that you may support their learning. 
• Religious accommodations – students’ religious identities are important aspects of their lives. Although Christian observances have been built into the structure of institutions through being off, i.e. Good Friday, Christmas, etc., it is important to consider the needs of students who do not identify as Christian. You can honor this by providing the option to make-up work missed for religious observances.
• Finally, students may not always feel comfortable coming to you with an issue or critique. Explaining that you are still learning about identities, privilege, and power dynamics and that you would like them to come to you if they have an issue or interaction that is negative can emphasize your openness to it. Explain to students that they can come to you directly, but also create an open feedback tool with the option to remain anonymous for students who may not feel comfortable coming to you directly.

References

Ahmed, S. (2007). ‘You end up doing the document rather than doing the doing’: Diversity, race equality and the politics of documentation. Ethnic and racial studies, 30(4), 590-609.

Gin, L. E., Scott, R. A., Pfeiffer, L. D., Zheng, Y., Cooper, K. M., & Brownell, S. E. (2021). It’s in the syllabus… or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution. Advances in Physiology Education, 45(2), 224-240.

Thompson, B. (2007). The syllabus as a communication document: Constructing and presenting the syllabus. Communication Education, 56(1), 54-71.

Attempt to use rewarding versus punitive language in the syllabus. Students may be less likely to approach faculty with punitive language, particularly first and second-year students (Ishiyama & Hartlaub, 2002). Example: Punitive: your grade will be reduced 20% if the assignment is late and you do not contact me prior to. Rewarding: you will only be able to receive 80% of the total points if you do not contact me prior to your assignment being late. 

Offer notes or options to record. This can support all students, but particularly students who may have learning disabilities or students whose native and/or dominant language is not English. 

When instructors admit that they are not gatekeepers or all-knowing and invite students to share their perspectives and own knowledge, even experiential knowledge, they can break down power differentials (Wood & Madden, 2014). This can facilitate the creation of an environment where students feel empowered to engage in self-advocacy and understand the knowledge they possess as valued. 

Hard-line late or attendance policies can be punitive for students who live with disabilities, are commuters, or those who are low-income and required to work while in school. Consider utilizing practices that do not punish students based on their identities or circumstances.

As of 2019, of the fifty most-assigned texts in over 41,000 anthropology syllabi, only thirteen were first-authored by women and even fewer by BIPOC (Black, Indigenous, and People of Color) scholars (Jenks and Sangaramoorthy 2019). This reality is not exclusive to anthropology. Self-reflection and examination of curriculum content can lead to the discovery of White-washed content that has not considered other perspectives (Primiano, 2020). It is important to consider the authors that are cited in one’s curriculum, regardless of the discipline. If it is not possible to consider this depending on the topic or genre of the course, engage in transparency with students about this at the top of the semester, and invite critique of said content. 

References

Ishiyama, J. T., & Hartlaub, S. (2002). Does the wording of syllabi affect student course assessment in introductory political science classes?. PS: Political Science & Politics, 35(3), 567-570.

Jenks, Angela (@angelacjenks), and Thurka Sangaramoorthy (@Thurka149). (2019). “50 most-assigned texts in over 41,000 #Anthropology syllabi. 13 are first-authored by women.” Twitter, July 16, 2019. https://twitter.com/Thurka149/status/1151208544965971968.

Primiano, S. J., Krishnan, A., & Sangaramoorthy, T. (2020). Plagues, pathogens, and Pedagogical decolonization: reflecting on the design of a Decolonized pandemic Syllabus. Teaching and Learning Anthropology, 3(2), 47-60.

Wood, T. and S. Madden. (2014). Suggested practices for syllabus accessibility statements. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 18(1). Retrieved from http://kairos.technorhetoric.net/praxis/tikiindex.php?page=Suggested_Practices_for_Syllabus _Accessibility_Statements

Dumais & Ward’s (2010) research findings support the idea that “cultural capital involves both structure (knowledge of the dominant culture based on one’s place in the stratification system and the rewards associated with this knowledge) and agency (interacting with gatekeepers and gathering beneficial information/ resources)” (p. 262). Seeing as every student in the course receives the same syllabus, it is a grand opportunity to “equalize” information for students who may relegated to the margins of institutional culture and are less likely to be familiar with university resources and policies (p. Gin, et al, 2021, p. 225). Faculty members can include basic needs security resources in syllabi to support students (Primiano, 2020). Including resources can be “life-changing” for students (Katz, 2019, para. 7). Stating something like: “If you feel like your ability to perform in this class is being impacted by your experiences outside of class, please don't hesitate to reach out to me to talk”, followed by a list of resources can be encouraging.

Some of the resources at Kean: 

Counseling Center

Center for Advising, Persistence, and Success 

Cougar Connections Center of Social Work(Concerns around: food, shelter, clothing, finances, family, and more)

First Gen Scholars

Office of Accessibility Services

Office of Diversity, Equity and Inclusion

“Safe space” is language that has been used to indicate that a learning environment allows students to share themselves honestly, while also being challenged and engaging in risk-taking (Holley & Steiner, 2005, p. 50). Safe space does not mean all ideas or thoughts are accepted equally, that there is never conflict, or that students will not be challenged (Boostrom, 1997). It means that there is an openness cultivated that seeks to engage in critical thought, value different voices and perspectives, while being mindful of the harm that can be imposed on others. Research indicates that students highly value the creation of “safe” classroom environments and that these classrooms also foster greater critical thinking, as well as application to reality (Holley & Steiner, 2005). 

Some main components instructors can consider are: 

Introduce yourself in class, how you would like to be addressed and your pronouns and encourage others to share their pronouns when they introduce themselves if they feel comfortable.

Students of Color can feel anxiety around their name and pronunciation of it. You can encourage student’s agency by ensuring them that you will not be offended if they correct you. Explain to students that you are committed to pronouncing their name correctly and to correct you or their peers if their name is pronounced incorrectly. After doing this, instead of doing a name-call and getting students names wrong, have students introduce themselves with their names, when possible. If after explaining the above, you find that a student prefers a nickname, respect their choice. Additionally, ask that students complete an index card to submit with the necessary information and to spell their names phonetically. 

• Creating a nonjudgmental, comfortable, respectful and encouraging environment
• Modeling behavior for students – sharing when opportunity arises, being honest, highlighting how your thinking evolved over time, vulnerability, remorse when you have done something wrong
• Establishing community values with their class 
• Be mindful of physical environment, sitting in a circle when possible can create increased engagement and connection 

References

Boostrom, R. (1998). Safe spaces: Reflections on an educational metaphor. Journal of Curriculum Studies, 30, 397–408.

Boostrom, R. (1997, March). Unsafe spaces: Reflections on a specimen of educational jargon. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago. 

Holley, L. C. & Steiner, S. (2005) Safe space: Student perspectives on classroom environment, Journal of Social Work Education, (41)1, 49-64, DOI: 10.5175/JSWE.2005.200300343