Book Review: Inclusive Teaching Chapter 3

How should I design my course and syllabus?

In Chapter 3: Designing Your Course and Syllabus with an Inclusive Mindset, Hogan and Sathy continuously assure us that inclusive teaching is about wanting all students to succeed, but they are clear about putting items of support in place to assist in that success. From verbally expressing the desire for all to succeed, the authors want to make sure the syllabus conveys that as well.  From using affirming language, and avoiding all CAPS (yelling), to accommodations statements and diversity affirming statements, faculty can create communicate the value of inclusivity.

Resources and content are important as well. Choosing diverse authors is one way to convey inclusivity. Also, choosing resources that everyone will use. (There is a common occurrence of faculty not utilizing a costly text and making it required for the course). Choose your resources carefully and be aware of costly texts for the course. Be sure to use all readings, and make those not required optional.

Another way to create an inclusive culture is by getting feedback from your students on their study habits. You may want to poll your student to see how much time they are preparing for class to get an understanding of how much time and effort is being put into the class. With grading, it is critical to have many forms of assessment, rather than the high-stakes 2 exams and a final. Being inclusive would involve low-stakes assignments like in-class writing and quizzes in addition to essays and exams. The practice of dropping the lowest exam grade or quiz grade would also even the playing field.

 

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