C4

Climate C4: Creates an inclusive environment

For example, if besides being an instructor one is also a musician, plays a musical instrument or has a special affective connection with music, one can take advantage of that fact not only for ice-breaking but also for identifying human connections with the students that build up to creating a more inclusive environment. One can introduce oneself to the class and share our love and experience with music at a personal level, letting the students see a side of our human dimension with which (some) students might identify. Typically, in turn, some students will share their own connection to music, what instruments they play or would like to learn how to play, what music genres, artists, etc., they like. The sharing of all this information will help the instructor identify a common “language”, so to speak, that all the class speaks. The instructor and the students are now part of a community with a common language and shared passions. This is a great place to create analogies, spoken in that common language, in order to discuss and learn concepts about the subject matter of the class, with added familiarity. Even students that do not play a musical instrument or have no formal connection with music would, in general, be able to participate in this dynamic.

For more information on topics including stereotype threat, microaggressions, and implicit bias, please see

• E. A. Eschenbach, et al., 2014
• http://www.reducingstereotypethreat.org/ 

• Camacho and Lord, 2011

• https://implicit.harvard.edu/implicit/ (Project Implicit Bias includes tests: discover your implicit associations about race, gender, sexual  orientation, and other topics)

References that discuss climate in general (credit to Dr. Susan Lord for her paraphrasing):

• Sandler, 1996 (Landmark work on chilly climate by authors who coined the term. Includes recommendations  for improving climate as well as info on gender and faculty evaluation)  
• Improving the Classroom Climate in Science and Engineering, http://www.pas.rochester.edu/special/ta training/climate.html
• PACE (Project to Assessment Climate in Engineering) http://depts.washington.edu/paceteam/ (Analysis  of persistence rates among engineering undergraduates at 22 institutions, including race and gender  differences)

• Volkwein, et al., 2004 (differences in men and women engineering students’ perceptions of climate)
• Camacho, et al., 2010 (differences in men and women engineering students’ perceptions of climate)]

Here is an example of an inclusive syllabus statement from Dr. Silvia Heubach:

"CLASS COMMUNITY

Active participation is expected from each student because that is how we learn as a class community. You will regularly be put into breakout rooms to work in smaller groups, and we will also have whole-class discussions. To establish a learning environment where we can learn from each other and everybody can be successful, we need to be respectful of each other, allow everybody to speak and participate, and to listen to all classmates and value their opinion.

I value the perspectives of individuals from all backgrounds, reflecting the diversity of the Cal State LA student body. I broadly define diversity to include race, gender identity, national origin, ethnicity, religion, social class, age, sexual orientation, political views, and physical and learning ability. My goal is to make this classroom an inclusive space for all students. If you see ways I can improve, please let me know."

Ground rules and/or community norms (Sensoy and DiAngelo, 2014)]

Pledges (Vanasupa and Schlemer, 2018)

Acknowledging the roles of power and privilege in the classroom helps create an inclusive environment (Riley, 2003). Taking public ownership of one’s own position relative to social structures supports marginalized students (Riley, 2003). The practice of “understanding of the diversity and complexity of one’s own social location” is referred to as critical reflexivity (Hesse-Biber, 2017, p. 45). How does your social position - including within the educational institution – compare to those of your students? Practicing critical reflexivity better positions you as an instructor to support your most marginalized students.

Observable Behaviors:

C4.1: Presents divergent viewpoints where appropriate 

C4.2: Values all students and their contributions

C4.3: Shows respect and sensitivity to diverse learners, including different ways of knowing

C4.4: Adequately addresses student concerns