“An inclusive class climate cannot guarantee safety - classroom spaces are not power-neutral, colorblind, or devoid of conflict, and an inclusive class climate should not claim to be. Instead, an inclusive class climate is one that recognizes and values the differences between individuals, and attempts to allow everyone equal time and space to express themselves and their experiences (Steele and Cohn-Vargas, 2013).”

(from the CTL’s Guide for Inclusive Teaching)

1. Use correct pronouns.

This helps to create a welcoming classroom environment where everyone feels respected.

• If you are uncertain of someone's pronouns, use gender-neutral pronouns (e.g., they/them) or their name.
• Encourage students to provide their pronouns and name pronunciation using the NameCoach tool in Canvas. Find this info by clicking “Name & Pronoun Recordings” in the navigation menu within the Canvas course.
• You can use NameCoach to share your pronouns, say them verbally when introducing yourself, or include them in your email signature.
• The use of pronouns shouldn't be considered "preferred"; don't refer to someone by a pronoun they don't use for themselves. If you catch yourself making a mistake, correct it.
• For more information about using pronouns, check out these resources:
  • FAQs about Pronouns in Use (for Columbia University faculty)
  • Pronouns in Our Community: A Guide from the Office of University Life

2. Be prepared but flexible.

• Establish class norms from day one, including how students are expected to participate. Make it explicit that you want the class to be an inclusive space. If necessary, remind students of these expectations.
• Be open to unexpected learning opportunities. The discussion can sometimes deviate from the topic, but it may be beneficial to students' learning.
• Anticipate when a sensitive subject may lead to an emotional or heated discussion. Be prepared to facilitate, encouraging students to share their perspectives while remaining respectful of others.
• When a question arises that you are unable to answer during class, let students know you will investigate it and report back the following class.
• Students should be encouraged to share their opinions about the course. Collect midterm feedback and address any issues early in the term. Adjust your strategies as necessary to meet students' needs.

3. Implement Universal Design for Learning (UDL)

Instructors face the challenge of effectively reaching a classroom of students with different levels of learning readiness, skills, knowledge, personal interests, and perspectives. Recognizing that fixed, one-size-fits-all curricula disregard the diverse needs of learners, the Center for Applied Special Technology (CAST) developed Universal Design for Learning (UDL). UDL is a theoretical framework for creating learning environments which engage and motivate learners by presenting materials in flexible ways and offering a variety of options for learners to process information and demonstrate their knowledge.

The UDL Guidelines, whose foundation includes over 800 peer-reviewed research articles, provide benchmarks to help educators implement UDL curriculum.

Meyer, A., Rose, D. H., & Gordon, D. (2014) Universal design for learning: Theory and practice. Wakefield, MA: CAST.

UDL addresses the “why, what, and how” of learning by offering multiple means of:

• Representation – Present content in a variety of ways (e.g., give multiple examples throughout the lesson and use many models, practice activities and problems).
• Action and Expression – Differentiate the ways students can express what they know; for example, allowing students to choose from a list of options for paper topics or final project ideas.
• Engagement – Stimulate interest and motivation for learning; for example, provide additional resources and reading materials for students with more expertise to go deeper.

To implement UDL in your course, first familiarize yourself with UDL principles and implementation examples using the UDL Guidelines, UDL Graphic Organizers like this one and the UDL in Higher Ed resource. Then revisit your course and start with making small changes to each lesson. At the beginning of your course, ask students what they need to succeed. Reach out to our Samberg team if you’d like us to review your course materials and provide feedback.

Contact Us

Email samberg@gsb.columbia.edu to request an in-person or virtual consultation to discuss your teaching needs or to suggest topics for a future newsletter or faculty development event.