ACUE Inclusive Teaching Portfolio | Team 2 | Janet Hanstad
Inclusive Practices in Biology: Addressing Imposter Phenomenon and Stereotype Threat
Reflection on Instructional Change:
I have been working on building students’ skills to increase their confidence. I am using discussions as a way to do this. I have them choose topics related to our class that interest them and they research it and explain it to classmates. Then, I make sure to give supportive feedback that points to their strengths (even if I also need to include some suggestions for improvements) and repeat this cycle with the next discussion. Their self-confidence grows as the semester progresses and their work improves as well.
My goal is to increase student confidence. I teach science and students are often nervous and unsure how they will do in class. When students do well and learn they can succeed and will be supported, they are more self-confident and more successful as a result. I have also noticed students are very appreciative of this feedback. One of my students just sent me this message “I wanted to thank you for making this an interesting course and for your encouragement. The personalized notes on my assignments were so nice. I was really nervous to attend my first college course and you made me feel welcome and competent.”
The activities that were most influential were the course demonstration videos and the downloadable references. It is always helpful to watch others teach and interact with students. It helps me recognize my strengths and weaknesses. The implementation resources had a wide variety of useful information. For example, one of the downloadable references for creating inclusive learning environments was Offer Varied Assignment Types and Submissions. This handout showed a table, with three options related to a topic. Seeing the way the options were laid out in a table students could choose from was helpful to thinking about ways I could provide choices.
I will continue to improve my courses and apply the concepts I have learned through this course. As I reflect on my progress, I will strive to make other improvements to my courses. Equity work is continuous.
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Source: "#equality but I still don't know what banks mean by #equity" by leighblackall I am striving for equity in my classes. |
Discussions paired with instructor feedback increase student confidence and interest. |
ACUE Badge |
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Final Reflection
Equity is a continuous process. From supporting and welcoming students and helping them belong, to find ways to minimize barriers to success, developing an equitable class is a multifaceted process. The ACUE Inclusive Teaching course provided a wide variety of resources to help me make my classes more equitable. I have been focused on equity in my classes. I am modifying my course policies, implementing asset minded thinking about my students, helping them find their confidence, and letting them know I care.
Faculty Biography
| This work was supported by the Higher Education Emergency Relief Fund and the National Science Foundation (grant #DUE-1832335). |
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