Description
An effective learning environment is centered around the learner, the course material is contextualised to the learner and the assessments are designed in a similar manner. An effective learning classroom is an inclusive learning classroom.
We live in a world filled with diversity of human experiences. And our classrooms are a reflection of this diversity. Even though we might be teaching the same thing to all the students in our class, each one of them will be learning it through the lens of their life experiences, and therefore my common instruction will become a unique learning experience for each student. This is something that I have to be aware of, and consider while designing my teaching.
An effective learning environment is centered around the learner, the course material is contextualised to the learner and the assessments are designed in a similar manner. An effective learning classroom is an inclusive learning classroom.
We live in a world filled with diversity of human experiences. And our classrooms are a reflection of this diversity. Even though we might be teaching the same thing to all the students in our class, each one of them will be learning it through the lens of their life experiences, and therefore my common instruction will become a unique learning experience for each student. This is something that I have to be aware of, and consider while designing my teaching.
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Consider the parallel I made between scientific research and scientific teaching. Research is seldom done alone, it often requires people with a diverse skill set to come together and work towards the results. We see empiricists, and theoreticians, statisticians and engineers, technicians and design experts all working collaboratively on one project. If we can leverage all this diversity in expertise and experience in our research, should we not then be leveraging the diversity of student experiences in our classrooms?
Consider also the future of these students in our classrooms. The world is becoming increasingly globalised. Our students will be joining a workforce that is diverse too. If they are to be successful they will have to learn to work with people whose world view is different from theirs, and they will have to leverage those differences in experiences so that they can get the best of both the worlds. These are skills that we should inculcate in them while they are in our classrooms. Our students will benefit - not only in the short time that they are in our class, but in the long run too - by learning to embrace diversity and enhance their lives because of it. |
Front cover of Vision and change in undergraduate biology education: a call to action. This AAAS report called for biology education to be inclusive and consider the input of the undergraduate students in their own learning.
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This is how I met the requirements for this competency:
Courses:
Workshops/Seminars:
Courses:
- PLB 802, Pathways to Scientific Teaching, Fall 2015
Workshops/Seminars:
- International Teaching Assistant Orientation, Graduate School, Fall 2015
- Teaching Assistant Orientation, Graduate School, Fall 2015
- Inclusive Teaching in Science - CIRTL Network, Spring 2018
- Inclusive Classrooms - Dr. Kendra Cheruveli, Spring 2018
- Shifting your small class strategies to big class contexts: Tips for making big classes seem small(er) - Dr. Tammy Long, Spring 2018
Artifact and Rationale:
I attended a seminar on inclusive classrooms by Dr. Kendra Cheruveli. During the seminar we had to complete a worksheet.
We had to first reflect about the various microaggressions we had encountered in our lives and how they made us feel and react. It made me think of the instances where people are astonished with my fluency in english just because I am an Asian. I have brushed most off as minor annoyances, however, there have been times when I have replied with a snarky remark. I got away with the snark because those people did not exert any sort of power over me and had no influence on my life.
However, in my classroom, I am at the upper end of the power dynamic. If, inadvertently, I am the perpetrator of such a microagression, my students would probably not respond in a snarky manner or challenge the assumption I was making. This would not be an inclusive or effective learning environment. Therefore, in this situation, the onus is on me. I do have to first reflect on my implicit biases, consider how I might have let them affect my interactions with people and work to prevent bad interactions.
I attended a seminar on inclusive classrooms by Dr. Kendra Cheruveli. During the seminar we had to complete a worksheet.
We had to first reflect about the various microaggressions we had encountered in our lives and how they made us feel and react. It made me think of the instances where people are astonished with my fluency in english just because I am an Asian. I have brushed most off as minor annoyances, however, there have been times when I have replied with a snarky remark. I got away with the snark because those people did not exert any sort of power over me and had no influence on my life.
However, in my classroom, I am at the upper end of the power dynamic. If, inadvertently, I am the perpetrator of such a microagression, my students would probably not respond in a snarky manner or challenge the assumption I was making. This would not be an inclusive or effective learning environment. Therefore, in this situation, the onus is on me. I do have to first reflect on my implicit biases, consider how I might have let them affect my interactions with people and work to prevent bad interactions.
Reflections:
For a long time now, we have been talking about the lack of diversity in the upper echelons of STEM academia. To contextualise it even more, let us consider some facts about MSU. For the University Distinguished Professors awards in 2017, out of the 30 nominations, only 4 were women. Out of the 10 awards that were bestowed– 2 were women. Additionally only 12-14% of the chairs on campus are women. Does this mean that the women on campus are doing less rigorous research than the men? Or that they are less qualified to be chairs and deans? And these figures do not even consider other minorities.
There have been several studies that have shown that part of the problem is further down the academic pipeline. Women often leave academia because they find the environment to be hostile. This made me think of the exercise on microagressions. Could I have been the cause, however unintentional, of adding to the problem and creating a hostile environment? Could a flippant comment be the straw that broke the proverbial camel's back for a student? It is a scary thought, and one that I should always remember.
One of the frustrating things while working on this is the lack of literature on how to leverage diversity. There is a lot of - what not to do - but less literature on actual evidence-based practices that have been shown to actually leverage diversity and lead to a gain in student performance or retention in STEM. However, from my experiences at MSU, these are a few things I know I can do to leverage diversity.
Most of the introductory biology classes at MSU have now shifted to an active learning format. This is an excellent way to leverage diversity. In a small group, every voice matters and students have to listen to and take into account opinions and experiences that are different. however, we should take care while setting up these groups - it is advisable to ensure that there is never a woman or a person from a minority alone in a group with just men or people from the majority. Also, set up rules that ensure that everyone in the group has a chance to be heard.
Additionally, use examples in class that would be relevant to a diverse group of students. Instead of using 'old white bearded men' as an example talk about contributions made by minorities. Talk about Henrietta Lacks when talking about medical research. Talk about the Indian women physicists who were instrumental in India's first mission to Mars. Talk about Rosalind Franklin when discussing DNA.
I do realise that I will not be the 'best' at all times. I might do somethings that do not contribute to creating an effective learning environment. The important thing at this time is to acknowledge that and therefore to reflect on my actions ever so often and correct for past mistakes. Inclusivity is something that I have to keep striving towards and not a destination I will magically arrive at.
For a long time now, we have been talking about the lack of diversity in the upper echelons of STEM academia. To contextualise it even more, let us consider some facts about MSU. For the University Distinguished Professors awards in 2017, out of the 30 nominations, only 4 were women. Out of the 10 awards that were bestowed– 2 were women. Additionally only 12-14% of the chairs on campus are women. Does this mean that the women on campus are doing less rigorous research than the men? Or that they are less qualified to be chairs and deans? And these figures do not even consider other minorities.
There have been several studies that have shown that part of the problem is further down the academic pipeline. Women often leave academia because they find the environment to be hostile. This made me think of the exercise on microagressions. Could I have been the cause, however unintentional, of adding to the problem and creating a hostile environment? Could a flippant comment be the straw that broke the proverbial camel's back for a student? It is a scary thought, and one that I should always remember.
One of the frustrating things while working on this is the lack of literature on how to leverage diversity. There is a lot of - what not to do - but less literature on actual evidence-based practices that have been shown to actually leverage diversity and lead to a gain in student performance or retention in STEM. However, from my experiences at MSU, these are a few things I know I can do to leverage diversity.
Most of the introductory biology classes at MSU have now shifted to an active learning format. This is an excellent way to leverage diversity. In a small group, every voice matters and students have to listen to and take into account opinions and experiences that are different. however, we should take care while setting up these groups - it is advisable to ensure that there is never a woman or a person from a minority alone in a group with just men or people from the majority. Also, set up rules that ensure that everyone in the group has a chance to be heard.
Additionally, use examples in class that would be relevant to a diverse group of students. Instead of using 'old white bearded men' as an example talk about contributions made by minorities. Talk about Henrietta Lacks when talking about medical research. Talk about the Indian women physicists who were instrumental in India's first mission to Mars. Talk about Rosalind Franklin when discussing DNA.
I do realise that I will not be the 'best' at all times. I might do somethings that do not contribute to creating an effective learning environment. The important thing at this time is to acknowledge that and therefore to reflect on my actions ever so often and correct for past mistakes. Inclusivity is something that I have to keep striving towards and not a destination I will magically arrive at.
