The first days of a course are key times for instructors to set a tone of inclusion. This instructor teaches an introductory course on cultural anthropology in a lecture hall and carries out a variety of strategies to make the course more equitable and inclusive. View the vignettes and associated instructional practices.
Vignette 1
To foster an inclusive learning environment, the instructor provides students with name tent cards and emphasizes the importance of everyone learning each other’s names, a community standard. Students also share their pronouns on the cards. She shares her journey within the discipline, humanizing her field. She builds community by having students have informal conversations with a peer. She intentionally makes herself available as a resource to her learners and provides additional resources online to support their success in the course. She also provides flexibility in the syllabus that allows for student choice in topics that can be discussed during the course. Note that the video focuses on one small group of students in a larger course.
Vignette 2
The instructor recognizes that her students enter the course at different starting points in their knowledge of the class about particular course material. To better understand where her learners are, the instructor administers a poll, so that she can learn what they already know and build off of their current knowledge. Polling also sets the tone for equitable participation where the contributions of all students are valued. Not shown here, the instructor also verified that all students had access to the appropriate digital equipment in the course survey. She addresses the community guidelines about students keeping an open mind when learning about various cultural groups.
Vignette 3
Active learning activities can benefit all learners. The instructor gives real-world examples and integrates course content while avoiding forced spokesmanship.