Students studying chemistry in the Student Academic Success Center, an inclusive learning community that serves first-generation, under-resourced, and other underrepresented or non-traditional learners at CU Boulder.
On our campus, there is a disparity in student experience between the traditionally served students and the typically underserved students. Graduation rates are lower for underserved students, and climate data suggests that they do not feel welcome on our campus. They are often asked to represent their entire race, experience microaggressions, and feel forced to assimilate to the dominant culture norms.
Bryan Dewsbury defines inclusive pedagogy as “a philosophy of teaching that provides equal opportunities for all students to have a successful learning experience.” In order to develop this philosophy, one must accept the responsibility to fully understand the classroom experience of all students. We offer the following suggestions as powerful teaching practices that can open doors for underserved students to access your course and feel a sense of belonging in your classroom.
In this section:
- Design an inclusive syllabus
- Address accessibility for all students
- Create a supportive course climate
- Build community online
- Use high impact practices
- Help students reflect on their learning
- Support international students during remote instruction
- Support multilingual learners in your classroom
Additionally, visit our Inclusivity page for a detailed discussion on additional topics, as well as inclusivity-focused events, communities and programs offered through the CTL.