Teaching and Learning blog

No matter what your field of study, you probably remember the excitement of the 2017 total solar eclipse, which was the first in the US in nearly four decades. Tens of millions of people traveled to the path of totality, and the rest of the country saw a partial solar eclipse. Now we are approaching an even more exciting, back-to-back pair of US eclipses (shown on the map above):

• Saturday, Oct. 14, 2023: The “warm-up” event: An annular solar eclipse, in which the Moon will not quite fully block the Sun (so that the Moon will be surrounded by a ring, or annulus, of sunlight).
• Monday, April 8, 2024: The big event: A total solar eclipse following a path from Mexico up through Texas and toward the northeast. More than 30 million people live within the path of totality, and nearly half the U.S. population resides within a about a 5-hour drive of the path.

Both eclipses will provide a great opportunity for educators everywhere — and in all disciplines — to take advantage of the excitement to promote education and outreach. The “all disciplines” comes about because eclipses are truly interdisciplinary events. For example, besides the obvious connection to astronomy, eclipses involve mathematics and statistics (in modeling how they occur and doing the necessary calculations to predict and understand them), social sciences and history (in considering the many impacts that eclipses have had on human civilization), the arts (prose, poetry, music, painting), and much more.

This means that it is time to start planning for how you will take advantage of this great opportunity. For those of you teaching at the college level, consider taking the following four steps:

1. Be sure you know where you are located relative to the eclipse paths. You can do this using the free app “Totality by Big Kid Science”, which you can download from the iOS or Android app stores. Based on your location, decide whether you will plan to stay put or travel to the eclipse paths.
2. Also use the app to find the local time for each of the eclipses, and critically important: Because the total eclipse is on a Monday (April 8, 2024), ask your college to ensure that all students, faculty, and employees can be outside throughout the local eclipse. (The annular eclipse on 10/14/23 is a Saturday, so it should pose less of an issue.)
3. Plan campus events for the eclipses. Most people find it more fun to watch the eclipse as part of a large group, plus this means you can have speakers to help explain what is happening (and how to watch safely) and to make interdisciplinary connections. You should also have your astronomy department (or anyone else with the necessary equipment) set up telescopes with solar filters for solar viewing.
   Note: It is very important to emphasize safe viewing of the eclipse; it will be very helpful if your campus can provide eclipse glasses for the event, but be sure you get the glasses only from a vendor that has been approved by the American Astronomical Society (see the “approved vendor list”).
4. Look for outreach opportunities to ensure that the educational potential of the eclipses will be realized throughout your local community. For example, you might create a temporary “eclipse outreach club” that will give college students an opportunity to share their understanding and enthusiasm with local schools.

Want to learn more? If you are teaching astronomy, be sure to see our updated section on eclipses in Chapter 2 of the new, 10th edition of The Cosmic Perspective.

Mastering Microbiology is the online Learning Management System that accompanies the textbook Microbiology: An Introduction. Mastering Microbiology is packed full of instructor friendly resources that aid in student learning and understanding. These resources give students 24/7 access to learning opportunities, allowing them to take ownership of their learning. The Mastering Microbiology resources range from providing students with important background knowledge, to adaptive study tools, to clinical based applications of Microbiology. The resources in Mastering Microbiology are pedagogically focused to provide clear explanations of complex concepts and to engage learners in the material by providing practical applications of microbiology concepts.

The Mastering Microbiology resources available for Microbiology: An Introduction include:

In The Clinic Videos: These videos bring to life the scenarios of the “In the Clinic” features that open every chapter. The videos introduce a microbial disease and ask questions linking microbiology concepts to disease pathology. This helps students transfer their knowledge of microbiology to clinically relevant settings.

Pedagogy – The “In the Clinic” Videos are designed to take concepts found in the disease chapters towards the end of the book and move them forward in the class, introducing disease pathology in concert with the microbiology that explains the how and why behind the pathology. This connection between microbiology and disease pathology occurs in a clinical setting highlighting how microbiology understanding can be transferred to patient care. These real-world examples engage learners and help students develop critical thinking skills.

How to Assign – These assignments can be assigned after class to allow students to apply the new information they have learned. These assignments can also be used in class to provide active learning and/or peer to peer learning in class. An instructor can show the first part of the video and ask students to hypothesize answers to the questions. This will provide a scaffold for student learning while the instructor lectures over the content. Later on, the class can come back to the videos to see content application and spark classroom discussion. In an online setting, instructors can assign these after chapter reading assignments to apply and assess knowledge students have gained.

MicroBoosters: MicroBoosters are a suite of brief video tutorials that cover key background concepts students may need to review or relearn prior to diving into more complex microbiology content.

Pedagogy – Complex microbiology concepts often build from prior knowledge based in biology and chemistry. In a one semester Microbiology class, instructors are pressed for time to cover all of the microbiology concepts in detail, and they may not have time to cover all the background material as well. The MicroBooster video tutorials allow students to learn and review key background knowledge, ensuring they come to class prepared.

How to Assign – MicroBoosters can be assigned before class to give students the background knowledge they need for lecture topics. Assigning Microboosters before class allows the instructor to review student grades prior to class to determine if students know the needed background information for the lecture. In an online setting, Microboosters can be used either as a warmup before chapter content is assigned, or at the start of the class in a background introduction module.

Interactive Microbiology: Interactive Microbiology is a dynamic suite of interactive tutorials and animations that teach key microbiology concepts. Students actively engage with each topic and learn by manipulating variables, predicting outcomes, and answering assessment questions.

Pedagogy – Interactive Microbiology takes a scaffolding approach to presenting complex materials. This concept allows different microbiology concepts to build on one another, helping students to understand the answers to questions and mimic the type of thought process that would occur clinically. Each module starts with a case study to provide students with a real-world hook that increases interest and engagement. The activities use state-of-the-art animations to bring cell biology concepts to life and ask questions that allow students to own their learning and connect microbiology concepts to clinical applications. Interactive Microbiology helps to bridge the core concepts of microbiology like morphology, genetics, and metabolism, with the more advanced concepts of microbiology like pathology, immunology, and pharmacology in a realistic manner that makes the learning genuine.

How to Assign – Interactive Microbiology assignments can be assigned as post-lecture material, reinforcing and providing application for lecture content. These assignments can also be used to introduce upcoming lecture concepts, helping students connect basic knowledge with more advanced concepts.

Micro Lab Explorations: Micro Lab Explorations are branching style lab activities that use a Choose Your Own Adventure™ approach to teach lab techniques and concepts. These decision-tree style lab exercises present a clinically based scenario that walks students through the process of using microbiology lab knowledge to solve clinical problems.

Pedagogy – Decision-tree style lab exercises are designed to increase student ownership and interactivity in online environments, by allowing students to engage in the narrative of the lesson. Students are not just passively watching content, but rather directing the path of the content, answering questions, and learning from their mistakes in a low-stakes environment. These activities also help students develop critical thinking skills by linking microbiology concepts and lab techniques with clinical applications.

How to Assign – Because Micro Lab Explorations contain videos on how to perform certain lab techniques, they are perfect to assign as pre-labs prior to in-person or virtual labs. Students will not only see the proper way to perform lab techniques but will also learn about the concepts behind the lab and how these lab techniques are used to aid in clinical diagnosis.

Interactive Labs: Interactive Labs for Microbiology is a suite of online microbiology lab simulations. These interactive labs allow students to perform lab techniques virtually, while receiving guided feedback.

During his more than two decades of teaching, Shawn Davis has spent years searching for the most comprehensive online learning solution for higher education. Now, he believes he’s found it.

With Revel, Shawn is able to leverage high-quality tools and resources that support his teaching practices as well as his students’ learning processes.

Support for educators

Shawn is currently using Revel in his Fundamentals of Psychology course at The Chicago School of Professional Psychology (TCSPP). Though he has worked with a variety of online learning platforms over the years — including WebCT, Canvas, and Connect — Revel stood out to him from day one. “It’s a lot smoother platform than I gave it credit for,” he says. “Revel is intuitive to the point where I could really just step right in as an instructor.”

The combination of a user-friendly interface and Pearson’s comprehensive instructor support materials helped Shawn dive into Revel immediately. This head-start was especially beneficial when the template he was supposed to use for his course suddenly disappeared — on the night before the first day of classes — forcing him to rebuild his entire course from scratch in just a few hours.

Shawn says that knowing the Pearson support team was available to help him, even in the middle of the night, gave him the confidence to take on this considerable challenge. Though it’s not an experience he wishes to repeat, he was able to get his course up and running in time for his first class.

Support for students

One of the most significant obstacles of teaching an online course is keeping students focused and interested. As Shawn has discovered, Revel can help educators address this issue by providing relevant materials and targeted support for students.

With Revel, instructors can decide how granular they want to go in their course customization. They can “set it and forget it,” or pick and choose the content they want to include. “There are so many parts and pieces with Revel that it gives students the impression that I am extremely engaged and hands-on with them,” Shawn says.

Revel’s video quizzes feature is one example of a customizable content option that encourages student engagement. The quizzes give students a brief review of key concepts and then have them apply those concepts to novel problems. Based on the results of these quizzes, Revel helps students identify areas of strength and opportunities for improvement.

Instructors can see students’ video quiz results on the Educator’s Dashboard and then adjust their teaching practices accordingly. “It is a really fast indicator of who is struggling,” says Shawn, “and I have used it to be able to reach out to those students to try to bring them back into the fold.”

Revel rises to the top

By efficiently delivering the tools, data, and content that support Shawn and his students, Revel has made the online teaching and learning experience more engaging and effective.

Read more about Shawn's experience with Revel in the full spotlight.

What can Revel do for you and your students?

Learn more about Revel

As college students and their instructors return to school, it’s important to remember that fostering a growth mindset in students can significantly impact their learning experience and academic success. A growth mindset emphasizes the belief that intelligence and abilities can be developed through dedication and hard work. By cultivating this mindset from the beginning of the semester, instructors can empower students to embrace challenges, persevere through obstacles, and maximize their potential. Here are some valuable strategies college instructors can use to start the semester off right by nurturing a growth mindset in their students.

1: Encourage a Positive Classroom Culture

Create an environment that celebrates effort, resilience, and the value of mistakes. Encourage students to view challenges as opportunities for growth rather than setbacks. Emphasize that mistakes are an essential part of the learning process and provide specific feedback that focuses on improvement rather than solely on grades. Establish a safe and supportive atmosphere where students feel comfortable taking risks and seeking help when needed.

2: Set Growth-Focused Goals

Show students how to set meaningful goals that go beyond performance-based achievements. Guide students through regular self-reflections on progress and explain how they can adjust their goals based on their evolving needs and aspirations. This process cultivates a student’s sense of ownership and inspires them to have a proactive attitude towards their own learning journey.

3: Emphasize the Power of "Yet"

Encourage students to adopt the phrase "I haven't mastered it yet" instead of "I can't do it." Teach them to see setbacks as temporary and not indicative of their overall abilities. Foster resilience by providing examples of famous figures who faced failure before achieving success. Highlight stories of individuals who overcame obstacles through hard work, perseverance, and a growth mindset. These narratives can motivate students and reinforce the idea that effort leads to improvement.

4: Promote Effort and Process

Shift the focus from grades and outcomes to the learning process itself. Delay giving them a numerical grade on an assignment until they have reviewed your feedback, identified specific areas for improvement, and set goals that challenge them to develop new skills. Encourage students to value effort, persistence, and dedication. Praise their hard work, strategies, and the steps they take to solve problems. Highlight the significance of seeking challenges, utilizing effective study techniques, and actively engaging in class discussions. By recognizing and valuing effort, you foster intrinsic motivation and a love for learning.

5: Cultivate Collaboration and Peer Support

Create opportunities for collaborative learning and peer support. Encourage students to work together, share knowledge, and provide constructive feedback to one another. Collaborative activities allow students to gain different perspectives, learn from their peers, and develop essential teamwork and communication skills. When instructors foster a supportive learning community, students feel more comfortable taking risks and seeking help when faced with difficulties.

6: Model a Growth Mindset

Lead by example and demonstrate a growth mindset in your own teaching practices. Share personal stories of challenges you have faced and the strategies you employed to overcome them. Embrace feedback and continually seek opportunities for professional growth. By modeling a growth mindset, you inspire students to adopt the same attitude towards their own learning journies.

Conclusion

Nurturing a growth mindset among students is a powerful tool that college instructors can use to help students unlock their full potential. By creating a positive classroom culture, setting growth-focused goals, and emphasizing effort and the learning process, instructors can lay the foundation for a successful and transformative semester. Remember, by fostering a growth mindset, you empower students to embrace challenges, develop resilience, and ultimately achieve greater academic and personal growth.

Of the many things I have learned over the years, there are a few that I will never forget: how to identify a Loblolly Pine tree, how to visualize a tangent line to a curve, and over 1,000 vocabulary words. I remember these specific things because of how they were taught to me.

In 7th grade, my science teacher took us on a “field trip” to the wooded area just beyond the school parking lot. There I was able to see, smell, and touch an actual Loblolly Pine tree. Of the many trees we studied in class via the usual worksheets, the Loblolly is the only one I remember today. In my Calculus class, my professor would roll a yardstick around his bald head to show us how the slope of the tangent line changes as it moves over a curve. When prepping for the GRE, I made and studied from flashcards with not only words and their definitions, but also silly mnemonics and drawings for those 1000 words. I took those flashcards with me everywhere and flipped through them whenever I had a free moment.

What do these memorable examples have in common? Each learning situation involved multiple senses and multiple modes of learning. They went beyond the basics and involved sight, sound, touch, movement, smell, words, and symbols.

How can you as an educator create deep learning that “sticks” with your students for years to come? You can do that by creating lessons that engage multiple sensory systems in your students. Think VARK: Visual, Auditory, Read/Write, and Kinesthetic/Tactile. Let’s define these terms and look at some examples of teaching methods that use each.

Visual learning happens through non-word based visual information

• Include pictures, diagrams, and graphics in notes and videos
• Demonstrate how to annotate text (underline, highlight, circle or box important information)
• Choose a text with symbols denoting different types of content
• Color code notes
• Provide flowcharts for multistep problems
• Use graphic organizers to break down big ideas and show connections

Auditory learning involves sounds

• Read directions or notes aloud.
• Have students read aloud
• Record and share verbal feedback on assignments
• Record and post lecture videos
• Ask students to explain back to you
• Facilitate student-led discussions that explore complex topics
• Use small group activities during class so students can talk with each other
• Share rhymes or songs to remember facts, formulas, names, etc.
• Encourage Office Hours to discuss topics

Read/Write is text-based learning

• Assign readings before and/or after class
• Model neat, organized, and thorough hand written notes
• Give students time to write down their thoughts and ideas before raising their hands
• Have students make flashcards for formulas, definitions, dates, etc.
• Write formulas in both symbols and words
• Closed caption or subtitle videos

Kinesthetic/Tactile involves learning connected to movement and/or touching

• Use models, figures, or manipulatives
• Have students stand and write on the board during class (this can also apply to read/write learning)
• Use your hands/arms to gesture during class
• Provide students with “stress ball” on test day
• Take a field trip

Some of these teaching strategies could fit in more than one category, which is even better. Flashcards, for example, can involve writing, reading, speaking, and moving, and can include words, colors, and pictures. When you engage students’ brains on many levels and in many ways during the learning process, the understanding is deeper.

When designing your lessons, ask yourself the following questions:

• What senses did I engage in my instruction?
• What auditory inputs did I give?
• What visual information did I provide?
• What written directions or notes were given?
• What writing was necessary?
• Was the sense of touch and movement utilized?

Let’s look at a specific example: you want your students to learn how to construct a model airplane. If you merely present them with a pile of pieces and say “Go,” the chances of getting a correctly completed model plane are very low. How could you guide them to the desired result in a multi-sensory, multi-modal way?

• Show them a picture of the desired final product. (visual)
• Present a list of the pieces needed to complete the plane. (read)
• Allow them to hold and manipulate the pieces. (kinesthetic/tactile)
• Describe verbally the process to build the plane. (auditory)
• Show a video of the plane being built. (visual and auditory)
• Encourage students to work with a peer to build the plane. (kinesthetic/tactile, auditory)

At this point, most students would be able to complete the model. To verify the learning, give a follow up assignment in which students draw a schematic (visual), write a manual (write), and make a video describing and showing the construction process for a different model airplane (kinesthetic/tactile, visual, and auditory). If you incorporate all the senses into the learning process, your students will know how to build model airplanes for years to come, just like I can spot a Loblolly pine from 20 paces.

The landscape of higher education has changed dramatically over the past few years – a global pandemic, the push for greater equity and inclusion in education, and the advent of generative AI have all played a role in altering how, when, and where people learn. Online and hybrid degree programs have become more mainstream, enabling a larger population of people to gain access to learning opportunities.  

The need for students’ perspectives to be considered by decision-makers in higher education has never been more urgent. This need is what inspired Pearson to conduct our Student Success Survey, a review of college and university students that gives voice to their experiences and paves the way for meaningful improvement in the design and development of courses and tools in higher education. 

The challenges: time management and focus 

The top two issues facing the group of students surveyed were: time management and staying focused. 

Time management issues 

The survey responses show that students need more support when balancing their coursework with their other obligations. As one student from Merced College wrote, “I am constantly updating my time management system but none of it seems to work.”  

Time management is a significant sticking point, not because students do not know how to manage their time, but because their lives have become so busy that the usual methods of keeping track of their to-dos are insufficient.  

Many students must juggle full-time work and family responsibilities in addition to their studies. One respondent, a mom of three kids studying at the Delta College of San Joaquin, wrote, “Between classes, assignments, and activities, it can be difficult to find enough time in the day to get everything done. I try my best to prioritize my tasks and create a schedule, but sometimes unexpected events can throw me off track.” 

Once a student gets knocked off track, it can be extremely difficult to help them get back on, especially at the higher education level.  

Trouble focusing 

Challenges with maintaining focus while reading and studying was the other primary problem for the students who participated in the survey. Nearly 40% of students reported trouble focusing as a significant obstacle to their learning. 

Another Merced Community College student cites the pandemic as the turning point for their ability to focus on schoolwork. “I feel that after the pandemic I haven't been able to focus on anything.” 

That student is not alone in feeling as though the COVID-19 pandemic has had an enduring negative impact on their ability to learn, even though many aspects of daily life have returned to a pre-pandemic state of functioning. A recent study published in Psychiatry Research found a link between the increased levels of stress and fear experienced by many college students during the pandemic and ongoing issues with focus and attention. 

Pearson’s solution: Make students’ learning more efficient and engaging  

The best way to learn how a student wants to learn is to hear it directly from them. Listening to student voices is essential, especially now, which is why we continue to connect with students directly, through focus groups, surveys, etc.  

The results of the new Student Success Survey made it obvious that we are on the right track when it comes to understanding the two most significant issues for students: 

• Time management
• Maintaining focus and engagement 

We also found that the existing resources provided by Pearson have proven useful in addressing these areas of concern.  

At Pearson, we are committed to helping students improve their life through learning and provide the instructors with the tools to help them be successful. We are devoted to creating effective, engaging solutions that create opportunities for students at every stage of the learning journey. By combining trusted author content with digital tools and a flexible platform, we personalize the learning experience and improve results for each student. 

In 2022, we introduced the Pearson Excellence in Higher Ed awards to recognize faculty who demonstrate the essence of what it means to be an educator today. Over 200 faculty across the country were nominated by their peers and students for recognition in five categories. This year’s winners embody the values of Pearson and their outstanding achievements. The heartfelt submission stories illustrate not only their foundational values but how they translate that passion for all students.   

“The Pearson Excellence in Higher Ed awards are peer nominated awards that represent and identify passionate and outstanding educators who have made significant impact on students and others.  It has been a delight reading the hundreds of heartwarming nominations that we have received, and we’re honored to announce this year’s winners” said Brad Parkins, Pearson Director of Marketing, Brand and Thought Leadership. 

Without further ado, it is with immense honor that we announce the winners for the inaugural 2022 Pearson Excellence in Higher Ed awards!  

• Outstanding Integration of DE&I: Emily Simpson, Midwestern University   - “In addition to fostering a welcoming environment, Dr. Simpson is dedicated to preparing students to work with diverse populations and advocate for DE&I within their future workplaces.” – A. Kiraly-Alvarez
• Outstanding Student Engagement: Professor Rachel Bailey-Wood, University of Missouri - “Professor Bailey’s instruction uniquely centers her students’ humanity while engaging them in high levels of applicable learning.” – A. Thompson 
• Outstanding Teaching Throughout the Pandemic: Dr. Elizabeth Dulemba, Winthrop University  - "Her energies were not daunted during the pandemic. She created new course offerings... and created a new Illustration Minor.” – E. Koehler
• Outstanding Use of Courseware Technology: Christine Minor, Clemson University  - “Dr. Minor stays at the forefront of what is available in educational technology and often acts as a mentor in our department for others that are using technology in their classrooms.” – Dr. DeWalt 
• Pearson Digital Platforms: Yoelvis Rodriguez, Miami Dade College  - “Yoelvis is an influencer…. He is a leader among the adjuncts, and they respect his advice and experience. In addition, college wide, Yoelvis chairs an EAP technology committee.” – C. Schuemann

Who are you as a person and an educator? How have the various facets of your cultural and social identities shaped your own experiences and views? Who are your students? How will their cultural backgrounds affect their learning, development, and motivation in your class?

These are vital questions in today’s classroom—a truth that Ellen Usher and I were reminded of while writing the 15th edition of Educational Psychology. Specifically, several educational psychology instructors at Michigan State University told us that the cluster in our book on cultural and diversity came too late for today’s realities. These instructors believed that a discussion of the many aspects of identity should be front and center, informing the study of all topics in educational psychology. So, Ellen wrote our new Cluster 2, “Who Are You? Who Are Your Students? Culture and Diversity.”

Grounded in the fact that we all are shaped by many forces and factors, Cluster 2 provides insight about why we must understand and appreciate our students’ identities, as well as our own. Throughout the cluster, we offer research and resources to help you and your students explore your identities and the role of culture and diversity in learning and teaching. In the overview, we explain that:

In higher education, students have needs and aspirations based on the diversity of their lived experiences, and they bring their rich social and cultural backgrounds with them when they learn. To serve all students, educators need to widen their teaching methodologies and perspectives to serve varied characteristics and preferences¹. They also need to consider factors such as age, learning styles, strengths, improvement areas, and more to develop inclusive and active learning strategies in their classrooms. 

The ‘7 Pillars of Inclusivity’ can help educators incorporate inclusive practices that value diversity and embed equity in the classroom.  

What Are the 7 Pillars of Inclusivity?

To create an inclusive classroom, educators must keep their students at the center of learning and provide an environment that enriches their learning outcomes.² Educators can follow seven strategies to welcome all students into an inclusive classroom experience.

1. Access

An accessible learning environment is one where students don’t experience any barriers to education. It’s vital that educators ensure accessibility for students with special needs, learning disabilities, and neurodivergence, and for students who come from diverse language, economic, and cultural backgrounds. If implemented well, a focus on equitable access will set up all students for successful learning outcomes.

Educators can create an accessible and accepting classroom by incorporating the following practices

• Design an inclusive and high-quality curriculum targeted towards positive learning outcomes.
• Provide accessible educational materials and software that meet the learning needs of students with physical and/or cognitive challenges so as to help them learn their best and feel a sense of belonging.
• Make sure learning materials are representative of and relevant to all students so that those whose first language isn’t English or who come from under-resourced communities will see themselves in what they’re learning and feel like they belong.
• Support all students by forming collaborative groups for projects when possible.
• Build relationships with students so you understand them and learn how to differentiate instruction to meet their learning needs whenever possible.
• Adopt active learning strategies that motivate students to take initiative.³ A healthy mix of reflective, movement, or discussion-based lessons and projects can be targeted toward achieving behavioral and cognitive objectives.
• Providing scholarships for deserving students. 
• Being more approachable and responsive to students’ queries.

2. Mindset

Making the classroom inclusive requires a growth mindset, which encourages an openness to understanding the diversity of students’ lived experiences. Implicit biases can pollute a growth mindset and cause educators to lower their expectations of students who require specific support to be successful.

According to the American Psychological Association, an implicit bias is a negative attitude toward a specific group of people of which one is not consciously aware.⁴ Implicit biases can include prejudices toward learners who come from low income homes, have unique cultural backgrounds, or are differently abled learners.

Educators can maintain a growth mindset by identifying their implicit biases, resolving them, and focusing on setting high expectations for all students. 

Identifying implicit biases

Practicing self-reflective techniques or collecting responses/feedback from students and colleagues can be great ways for educators to identify their implicit biases.⁵

• Self-reflection and assessment involves focusing on teaching and assessing methodologies and recognizing how those are influenced by underlying social, economic, or cultural prejudices. Educators can keep a record of their teaching methodologies, experiences, and growth through personal journals and go back to see if they have changed past behaviors or not.
• Seeking responses through observation sheets filled out by students or peer reviews from trusting colleagues can provide educators with honest opinions about their behavior toward inclusion, diversity, and equity in the classroom. 

Both these techniques can help educators identify areas of their teaching, curriculum, coursework, and assessing styles that are not inclusive or engaging and implement improvements.

Creating a positive and collaborative campus culture 

A positive attitude⁶ that’s grounded in a growth mindset positions educators to express the values of diversity, equity, and inclusion in their words, actions, and classroom practices. Students who feel seen, heard, and welcome are more likely to succeed in class.

On a larger scale, institutions can support diversity by promoting a positive and collaborative campus culture with events that create opportunities for all students to connect and explore differences and commonalities with each other. Educators should encourage students to attend these events and be a part of the inclusive learning community. 

3. Student Choice

Choosing to express themselves can help students be more involved in the learning process. Educators can give students a chance to voice their opinions through in-person conversations  where they share feedback about the coursework, projects, and teaching style. By being more approachable and attentive, educators can better understand their students’ challenges and devise curriculums or solutions that enable strong performance and active learning. 

4. Partnerships

Educators can promote partnerships in the classroom and school to instill inclusive learning structures and pedagogies. These can include:

• Collaborative initiatives or group projects where students are not grouped per their perceived ability levels.⁷ This encourages students to engage with each other, exchange thoughts and ideas, value group members’ diverse perspectives, and work to achieve common goals instead of feeling left out or experiencing the stigma of being in a low-performing group.⁸
• Guest speaker events where the institution/educator expands classroom or campus diversity by inviting guest speakers to share stories that are new and different. These stories can inspire students to enlarge their worldview.
• Collaborations with other educators to provide a more enriched learning environment. 

5. Explicit Communication

At the start of a course, educators can establish rules related to their coursework and class culture to set expectations for performance and collaborative behavior. They can encourage healthy communication practices by first being available to speak to all students and then organizing events or collaborative projects to ensure students learn to listen to and understand each other. 

Engaging with students through in-person or email conversations can help monitor their academic development and struggles. Educators can connect with students to discuss their progress or performance and highlight achievements and areas of improvement.

6. Policy

Higher education institutions can advance inclusivity, diversity, and equity by establishing policies focused on supporting students based on their specific needs. For example, while affordability is important to all students, it is especially important to those without personal or family wealth. A policy of providing grants and scholarships to students with real financial need can be the difference between those students being able to enroll and learn and them not being able engage in higher education at all. A culture of equity depends on policies that consider real-world needs and ensure that inequitable barriers don’t prevent students from being part of the community.

7.Opportunities

Higher education institutions and educators need to ensure that all students have an opportunity to access and complete their education. Diverse classrooms adopt strategies that motivate, support, and enhance students’ strengths and academic performance. 

Educators can support their students’ talents and potential by considering the various needs of their diverse student body and designing assessments and grading systems that are inclusive of and accessible by everyone. This can give all students the opportunity to succeed in their education.

In an inclusive higher education environment, educators model a positive growth mindset and provide opportunities for students to collaborate with and learn from one another. This is the key for supporting the success of all students, no matter their lived experiences. 

References

1. Diane Casale-Giannola and Linda Schwartz Green, 41 Active Learning Strategies for the Inclusive Classroom Grades 6–12 (USA: Corwin, 2012), 4.
2. Diane Casale-Giannola and Linda Schwartz Green, 41 Active Learning Strategies for the Inclusive Classroom Grades 6–12 (USA: Corwin, 2012), 6.
3. Diane Casale-Giannola and Linda Schwartz Green, 41 Active Learning Strategies for the Inclusive Classroom Grades 6–12 (USA: Corwin, 2012), 6.
4. “Inclusive Teaching Strategies”, Yale Poorvu Center for Teaching and Learning, accessed May 12, 2023, https://poorvucenter.yale.edu/InclusiveTeachingStrategies.
5. “Implicit Bias”, American Psychology Association, accessed May 12, 2023, https://www.apa.org/topics/implicit-bias.
6. Tim Loreman, “Seven pillars of support for inclusive education: Moving from “Why?” to “How?”. International Journal of Whole Schooling Vol. 3, No. 2, (2007): 24.
7. Tim Loreman, “Seven pillars of support for inclusive education: Moving from “Why?” to “How?”. International Journal of Whole Schooling Vol. 3, No. 2, (2007): 29.
8. Tim Loreman, “Seven pillars of support for inclusive education: Moving from “Why?” to “How?”. International Journal of Whole Schooling Vol. 3, No. 2, (2007): 29.