Inclusive Teaching

Bryan M. Dewsbury · Cynthia Jan Brame

318 citations0/0 files storedCBE—Life Sciences Education

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Innovative Teaching Methods Higher Education Research Studies Career Development and Diversity

Abstract

Over the past two decades, science, technology, engineering, and mathematics (STEM) faculty have been striving to make their teaching practices more inclusive and welcoming to the variety of students who enter college. However, many STEM faculty, even those at teaching-focused institutions, have been educated in a traditional environment that emphasizes research and may not include classroom teaching. This can produce a deficit in training that leaves many STEM faculty feeling uncertain about inclusive teaching practices and their essential undergirding principles. This essay describes an online, evidence-based teaching guide ( https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching ) intended to help fill this gap, serving as a resource for science faculty as they work to become more inclusive, particular with regard to differences in race, ethnicity, and gender. The guide describes the importance of developing self-awareness and empathy for students as a precursor to considering classroom practices. It also explores the role of classroom climate before turning to pedagogical choices that can support students' sense of belonging, competence, and interest in the course. Finally, the guide suggests that true inclusivity is a community effort and that instructors should leverage local and national networks to maximize student learning and inclusion. Each of these essential points is supported by summaries of and links to articles that can inform these choices. The guide also includes an instructor checklist that offers a concise summary of key points with actionable steps that can guide instructors as they work toward a more inclusive practice. We hope that the guide will provide value for both faculty who are just beginning to consider how to change their teaching practices and faculty seeking to enrich their current efforts.

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1995Teaching to transgress: education as the practice of freedom 1995Stereotype threat and the intellectual test performance of African Americans.1917Democracy and Education.1997Talking about Leaving: Why Undergraduates Leave the Sciences 2007Sense of Belonging in College Freshmen at the Classroom and Campus Levels 2007Signaling Threat 2011Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology 1995Stereotype threat and the intellectual test performance of African Americans.

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