How do I create an inclusive learning environment? 

Much of the work of creating an inclusive learning environment begins before the start of the class. This is when you set the tone for the course and build a space that is welcoming for all students.  However, keep in mind it is an ongoing process.

General Principles

• Recognize that power dynamics are always present in the classroom, stemming from your position as an instructor and the various identities of everyone in the room. This may impact who feels most comfortable in the learning environment.
• We have choices to make in course design and our day-to-day teaching that provide opportunities for interaction and community building.
• Active/intentional engagement and relationship building with students  are key for learning.
• Transparency in our pedagogical decisions and assignments is essential for relationship and community building.
• Work from an anti-deficit perspective that builds upon the knowledge and experiences students bring to the class.
• Be mindful. Since early 2020, students have been experiencing unprecedented stress and anxiety levels, so being flexible and understanding help to improve the learning environment.

Community Learning Agreements or Ground Rules for Discussion

Ground rules are a very important component of creating an inclusive climate. When possible, it helps to have students help generate them, but make sure everyone understands what is meant. You can always add some as well. It is also important to pay particular attention to how and when ground rules are being used to protect oppressive ideologies. For example, a common ground rule is to assume good intentions. This ground rule privileges the intention of the person making a comment rather than considering the harm caused by the comment (Sensoy & DiAngelo, 2014).  Below is a suggested method for helping students create their own ground rules:

1. Ask students to think about the best group discussions they have been a part of, and reflect on what made these discussions so satisfying.
2. Next, ask students to think about the worst group discussions in which they have participated and reflect on what made these discussions so unsatisfactory.
3. For each of the positive characteristics identified, ask students to suggest three things the group could do to ensure that these characteristics are present.
4. For each of the negative characteristics identified, ask students to suggest three things the group could do to ensure that these characteristics are not present.
5. Use students’ suggestions to draft a set of ground rules to which you all agree, and distribute them in writing.
6. Periodically, ask the class to reflect on whether the ground rules established at the beginning of the semester are working, and make adjustments as necessary. Consider making reflections anonymous and asking directly about the inclusivity of the classroom environment.

(Adapted from Brookfield & Preskill, 2005)