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Mid-semester or end of semester student inclusion questions.

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Mid-semester or end of semester student inclusion questions.

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In what ways has your instructor demonstrated they care about your feelings?
Is there content from the assignments or class discussions that has made you feel included or excluded? Explain.
How did the diversity of your classmates contribute to your learning in this course?
How might the class climate be made more inclusive?

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Question at the end of a collaborative assignment: ask students, "Did you feel included in your group, why or why not?"

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Question at the end of a collaborative assignment: ask students, "Did you feel included in your group, why or why not?"

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Chapter 7 Reflection: Non-Content Instructor Talk

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Chapter 7 Reflection: Non-Content Instructor Talk

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I love this content! Didn't even know it had a name. On a personal level, I am someone who strives for this so this concept in the book really resonated with me. Here is a reflective question from page 201: How regularly did I use non-content instructor talk to help students feel a sense of belonging in our learning community or emphasize how important a growth mind-set is for learning?

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Chapter 6 Exam Tips: contact individual students to meet with you after an exam, ask students how they prepared for the exam, how that preparation worked for them, and how they might improve. 

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Chapter 6 Exam Tips: contact individual students to meet with you after an exam, ask students how they prepared for the exam, how that preparation worked for them, and how they might improve. 

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"A high structure course will include frequent formative assessments (such as minute papers, poll questions, quizzes, assignments) that are aligned with summative assessments (exams, papers, projects). "(p. 178)

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"A high structure course will include frequent formative assessments (such as minute papers, poll questions, quizzes, assignments) that are aligned with summative assessments (exams, papers, projects). "(p. 178)

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"I am giving you this feedback because I have high expectations of you and I know you can reach them." ---example of conveying high standards as an aspect of inclusive feedback (p.176)

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"I am giving you this feedback because I have high expectations of you and I know you can reach them." ---example of conveying high standards as an aspect of inclusive feedback (p.176)

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Chapter 6 Reflection: Inclusive Teaching Practices Outside of the Classrom

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Chapter 6 Reflection: Inclusive Teaching Practices Outside of the Classrom

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This chapter was awesome! One thing that resonated with me that I can improve on is my "email tone". I try to practice self-care to keep my level of irritation down, but I must admit that certain times in the professor, I could come off "annoyed". I like that the book offered very practical tips for maintaining warm in student communications, such as statements like "thanks for reaching out" and "looking forward to seeing you in class". I made post-its on my desk top to remind me to say these things! Also, emailing individual students is time consuming, but shows compassion.

The book also talked about office hours. I think in this generation the concept is a bit outdated. Students do well with stopping by and emailing but I want to do something for my asynchronous course. I was thinking of doing a Zoom happy hour the first week of class to introduce myself in person, answer any questions and just say hello. I can play "coffee shop" music to set the vibe.

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Without structure, the discussion often take a consistent pattern with certain individuals dominating and others unwilling to contribute (p. 133).

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Without structure, the discussion often take a consistent pattern with certain individuals dominating and others unwilling to contribute (p. 133).

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I must admit as an extrovert, I do not often think of this. I think "if someone has something to say, they will say it". But everyone isn't me. This challenges me to think about students who never raise their hand in class. I want to hear what they have to say too.

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Structure and inclusion related to lecturing: think-pair-share, classroom response systems, whole class and small group discussions, and random calling (p. 122)

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Structure and inclusion related to lecturing: think-pair-share, classroom response systems, whole class and small group discussions, and random calling (p. 122)

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Chapter 5 Reflection: 6 Key Questions for facilitating inclusivity

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Chapter 5 Reflection: 6 Key Questions for facilitating inclusivity

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Out of all of the questions, I think I am good at adjusting the plan, however one thing I can work on is having rules to help others stick to the plan. I should design rules for engagement and participation so students will know how they will be evaluated in their participation.

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"Who belongs in college, how the physical space is designed, the disciplinary perspectives, and how educators and students are supposed to teach and learn have all been shaped by centuries of systemic barriers to participation" (p. 111).

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"Who belongs in college, how the physical space is designed, the disciplinary perspectives, and how educators and students are supposed to teach and learn have all been shaped by centuries of systemic barriers to participation" (p. 111).

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Chapter 5 Reflection: "I feel excluded in a classroom when..."

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Chapter 5 Reflection: "I feel excluded in a classroom when..."

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On page 109, there are 2 things on this list that resonated with me. The first being "all the professor does is talk". This statement really challenges me because I could fall into this category. I am very passionate about my course content and I do tend to "get fired up" and talk a lot. I love the strategies that have to do with using classroom management systems, polling, and interactive work in class to make the class more student centered.
The next point on the list that resonated is "the professor singled me out, related to my Blackness". In graduate school, I have several memories of this happening and am very intentional about not doing this with my own students. Nonetheless, I am humbled by knowing even with good intentions, I can commit microaggressions and I like that the book explicitly talks about how to address those directly and immediately with students.

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Get The Book! Inclusive Teaching: Strategies for Promoting Equity in the College Classroom

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Get The Book! Inclusive Teaching: Strategies for Promoting Equity in the College Classroom

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Inclusive Teaching: Strategies for Promoting Equity in the College Classroom (Teaching and Learning in Higher Education)

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Amazon.com: Inclusive Teaching: Strategies for Promoting Equity in the College Classroom (Teaching and Learning in Higher Education): 9781952271632: Hogan, Kelly A., Sathy, Viji: Books

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One of the ways I humanize my courses and provide students with a window to get to know me better personally/professionally is through my social media platform, @thecld_slp on Instagram. I post about my teaching, continued learning, reflect on my times working in the schools and also provide lots of content on celebrating cultural and linguistic diversity. Going into my third year of teaching, with over 3K followers, I would like to bridge the classroom to practice gap. Many of my followers are practicing SLPs looking to me for the most current information to integrate into their practice. I love to bring students on this journey with me, showing that social justice efforts can begin with one social media post.

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There is a misconception in academia that providing more support and structure is not beneficial because it is "babying students". You can have high expectations for learning and high structure. A high-structure course, with clear expectations, routine practice and frequent feedback, makes it clear HOW to succeed in a course. We have to constantly consider the populations of students who have been historically excluded from thriving in higher education. We as educators need to be more humble and reflective in our practices.

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The book also discusses centering diversity, equity and inclusion in course content. This is my goal for every course. As Black and Indigenous people have been most harmed by the education system in this country, I seek to amplify those voices in my education course.

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I really love how the book centers "high structure". I believe there is a difference between structure and flexibility. As an instructor we can be more flexible with our students when it comes to time/assignments and the course schedule to honor the variety of lived experiences of our students. Structure is so deeply rooted in how we teach. Are we giving clear, direct guidelines? Are we giving multiple opportunities for low stakes practice so they will know what is expected forthem?

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I have already been using anti-racist pedagogy practices in my courses but the book on inclusive teaching has really caused me to reflect on/expand upon my previous knowledge. In my CDIS 541 DEI in SLP Education course, students are asked to participate in a book club with 3 book options, then write their own pedagogy statement that centers diversity, equity and inclusion. The books are: Fugitive Pedagogy by Jarvis Givens, We Want to Do More than Survive by Bettina Love and Cultivating Genious by Gholdy Muhamad.