Inclusive Pedagogy

Research shows that a positive classroom climate favorably impacts students’ persistence, channels energies toward learning, and engenders emotions that advance learning. One of the first steps toward creating a positive classroom climate is establishing community guidelines with your students. This session workshops the process of writing and communicating guidelines that foster community and accountability among students. 

By the end of the session participants will have a draft of community guidelines to add to a course syllabus.

Research shows that a positive classroom climate favorably impacts students’ persistence, channels energies toward learning, and engenders emotions that advance learning. One of the first steps toward creating a positive classroom climate is establishing community guidelines with your students. This session workshops the process of writing and communicating guidelines that foster community and accountability among students. 

By the end of the session participants will have a draft of community guidelines to add to a course syllabus.

Students’ beliefs about learning and intelligence influence their ability to persist in academic disciplines where they encounter difficulty. Students who view intelligence as innate, and failure as a threat to their identity are more likely to panic, give up, or cheat when the work is harder than anticipated. Students from groups stereotyped on the basis of social identity experience stress when asked to perform challenging tasks that converge with stereotypes about their group, and as a consequence, may underperform.  Professors can counter the effects of stereotype threat and a fixed view of intelligence by fostering a growth mindset.  A growth mindset affirms that intelligence is malleable, learning is effortful, and failure can prompt development. By the end of this session, participants will have proven strategies for reducing stereotype threat that can be implemented in their courses.