Principle 2. Pedagogical Strategies That Support Learning
Use appropriate teaching strategies to build and foster an inclusive learning climate that allows for transformative learning for each student.
The learning environment is essential to creating an inclusive course that values the individuality of each student and allows for transformative learning; it is the “intellectual, social, emotional, and physical environments in which our students learn” (Ambrose). Student participation strongly depends on feeling included and respected and understood as having varied lived experiences.
Notably, learning environments are not only in courses, but also environments such as field work, studio practice, research labs, and instructor-advisee relationships. In these sites, the opportunities for inclusivity may be less obvious but no less important: encouraging and engaging all students to participate and take advantage and succeed in these out-of-course experiences requires attention to individual students’ circumstances and learning styles.
One special teaching environment of note is the participation of students in research activities as part of the research program of a faculty member. Such activities provide unique opportunities for mentoring and teaching, not only with regard to the specific field of study and its techniques, but also related to career counseling and professional development. It is critical that these learning environments are intentionally inclusive and value each student's contributions.
Teaching Resources for Learning Support
Pedagogical Strategies that Support Learning: Strategies Shortlist
- Create community in the learning environment by building nonjudgmental, positive relationships with students and fostering positive student to student relationships.
- Treat students as individuals, and demonstrate equal confidence in the ability of each student to succeed. Address issues that effect the success of learners, such as impostor syndrome, first-generational issues, stereotyping, etc.
- Avoid stereotyping, excluding students, and providing more challenging responses when students behave or speak in ways that are unfamiliar, unexpected, or unwelcome. Treat all students as equals.
- Deal directly with challenges from students, though not necessarily immediately as reflection and time to consult with colleagues can be helpful in unpacking and understanding relational dynamics.
- Seek feedback from students on your teaching and course through anonymous surveys, open discussion, and other invitations. See the success of the course as a collaborative endeavor between students and instructor.
- Demonstrate openness to understanding the lens each student brings to the course. Encourage students to share their own experiences, viewpoints, and perspectives. Do what you can to ensure that diverse, contradictory, and unpopular views are welcome.