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I think we all (in my dept) did our best to engage students in an inclusive way after the pivot to remote learning, but it was new to us, and we missed the in-person connection with our students. It was hard to engage all -- some students were withdrawn and depressed, others had internet issues, others took the opportunity to overshare and speak over other students because the online space was harder to manage, harder to tell who could speak next.

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All should know that they are not only welcome but valued contributors to the academy.

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They allow each student on opportunity to learn in a way that fits them best. It makes everyone feel like they can learn and are encouraged to learn. 

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They allow each student on opportunity to learn in a way that fits them best. It makes everyone feel like they can learn and are encouraged to learn. 

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Inclusion is fundamental to our mission of advancing student learning. If our curricula, learning spaces and pedagogy are not accessible and welcoming to all, then our students aren't able to learn.

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Inclusive practices allows students who tend to feel marginalized to feel like they actually have a seat at the table of learning vs. feeling like they are on the sideline.

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Inclusive practices allows students who tend to feel marginalized to feel like they actually have a seat at the table of learning vs. feeling like they are on the sideline.

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As educators, we are responsible for encouraging and enabling ALL students to learn

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As educators, we are responsible for encouraging and enabling ALL students to learn

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The classroom (or virtual classroom) is a potential site of real change, in terms of student attitudes / learning / exposure. Instructors have an opportunity both to de-center Whiteness and to directly address issues of racism and injustice. 

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The classroom (or virtual classroom) is a potential site of real change, in terms of student attitudes / learning / exposure. Instructors have an opportunity both to de-center Whiteness and to directly address issues of racism and injustice. 

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Traditional Practices May be Incongruent with Students' Learning Needs

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Traditional Practices May be Incongruent with Students' Learning Needs

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The higher education structure was developed with particular groups in mind and many practices may not align with the needs of students with different backgrounds.  We need to change the ways that we teach our students to be more responsive to their needs.

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Empowers students to live better lives and get the most out of their education. "I belong here."

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Empowers students to live better lives and get the most out of their education. "I belong here."

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some students tend to dominate the classroom and we need explicit strategies to counteract that tendency

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some students tend to dominate the classroom and we need explicit strategies to counteract that tendency

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The power imbalance between students and faculty means we have to be acutely aware of how what we do impacts students, both positively and negatively.

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The power imbalance between students and faculty means we have to be acutely aware of how what we do impacts students, both positively and negatively.

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When marginalized students are sidelined we could me missing out on brilliant ideas that arise from different perspectives and life experiences.

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When marginalized students are sidelined we could me missing out on brilliant ideas that arise from different perspectives and life experiences.

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One of the observations many made at our institution was the inevitable problem of unequal technology access for students upon having to pivot to remote learning and sending them home from campus. The presumption that students would have the same opportunities to engage with online learning resources off-campus as on is unrealistic. My students did not seem to personally experience this inequity, but I know many did.

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The world is rich in diversity, and we all gain by learning how to live and work together.

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We have found it challenging in our reports to explain what inclusive teaching means in an accessible way that is still grounded in the literature of the field.

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I argued with a colleague about forcing students to log in synchronously.  She didn't understand socioeconomic privilege.  Some students don't have good internet connections or a home life that supports the type of learning atmosphere a college student needs.  Also, some students had to work. There was no sympathy for these types of issues.

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I argued with a colleague about forcing students to log in synchronously.  She didn't understand socioeconomic privilege.  Some students don't have good internet connections or a home life that supports the type of learning atmosphere a college student needs.  Also, some students had to work. There was no sympathy for these types of issues.

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Students who lacked resources to access remote learning were low income students of color. If they don't have the resources to access learning, they can't participate.

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Students who lacked resources to access remote learning were low income students of color. If they don't have the resources to access learning, they can't participate.

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The events going on are evidence that we need to watch out not only for oneself but for everyone. Educations is the systemic way to make peace with the fact that we need to think like one human body and take care of each part of it.

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I didn't have time to create more authentic assessment that was better suited to online/remote teaching. Highlighted inequities, access to outside resources. Honesty penalty.

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It is a social justice issue. It is an economic issue. It is a moral issue. What kind of society do we want to have? What kind of society are we co-creating by our actions or inaction?

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It is a social justice issue. It is an economic issue. It is a moral issue. What kind of society do we want to have? What kind of society are we co-creating by our actions or inaction?

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STEM Faculty are Disciplinary Experts, not Teaching Experts

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STEM Faculty are Disciplinary Experts, not Teaching Experts

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One area of work is helping STEM faculty understand how we can grow as educators. Many of us were taught using traditional lecture methods, and there is strong status-quo bias to continue teaching the way we were taught. Many of us were never taught about inclusive pedagogy, culturally responsive pedagogy, or applying an equity lens to our instruction. I hope we can create change in this area.

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Making "inclusive teaching" part of a framework is tricky because many faculty understand the term (and the need for it) differently.

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Making "inclusive teaching" part of a framework is tricky because many faculty understand the term (and the need for it) differently.

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With focus on course content, I want to take more opportunity to celebrate the cultural values and perspectives of each student.

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Selfishness on the part of faculty who didn't want to make the effort to teach effectively in a remote/online format.  They just gave up.

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Selfishness on the part of faculty who didn't want to make the effort to teach effectively in a remote/online format.  They just gave up.

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I never imagined connecting to my students needs in the way it has happened thanks to this troubling times.

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Many STEM faculty don't see how inclusion has anything to do with their discipline 

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Many STEM faculty don't see how inclusion has anything to do with their discipline 

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Inclusive teaching essentially involves working towards being a good human and  modeling that for your students.

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Inclusive teaching essentially involves working towards being a good human and  modeling that for your students.

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colleagues who weren;t teaching in an engaged or inclusive way were surprised by student collaborations in the online environment.

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colleagues who weren;t teaching in an engaged or inclusive way were surprised by student collaborations in the online environment.

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I have a lot of questions about moving forward with a hybrid model where some students are in the room and others are not. I don't know how we can expect that those who are not in the room have as good an experience as those who are, and faculty are confused about how to do this well. How do we include people who are, by nature of not being there, not included?