This powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. Grounded in research and theory (including educational psychology, scholarship of teaching and learning, intergroup dialogue, and social justice theory), this book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive. Each chapter focuses on palpable ideas and adaptive strategies to use right away when teaching. The first chapter consider professors’ intersecting personal and social identities and their expectations for themselves and their students. Chapter 2 considers students’ backgrounds, including class, race, disability, and gender, and focuses on what students bring to the classroom, exploring their basic psychological needs of autonomy, competence, and belonging; their approaches to learning; and their self-doubts and uncertainties. Chapter 3 draws on universally-designed learning in combination with educational design rooted in social justice and multiculturalism to describe ways to design spaces in which students flourish academically. Two chapters focus on classroom dynamics. Chapter 4 primarily focuses on preparation for having difficult conversations in the classroom, considering how instructors can create a shared understanding between themselves and their students. Chapter 5 focuses on in-the-moment strategies to both create and manage discomfort about sensitive and controversial topics while supporting students of various social identities (such as gender, race, disability). In the closing chapter, the author integrates all the elements in the preceding chapters, and also presents more general college-wide programs to help faculty develop and improve their teaching.
Kathryn C. Oleson is dean of the faculty at Reed College. Before becoming dean in July 2020, she was professor of psychology and inaugural director of the Center for Teaching and Learning (2014–2016) at Reed. Prior to coming to Reed in 1995, she was a National Institute of Mental Health postdoctoral fellow at The Ohio State University after finishing her PhD in social psychology at Princeton University. With Robert Arkin and Patrick Carroll, she coedited the Handbook of the Uncertain Self (Psychology Press, 2009). She is a teacher-scholar who conducts collaborative research with undergraduates. Much of her research has examined students’ reactions in challenging academic contexts, concentrating on self-doubt, achievement goals, academic procrastination, and behavioral strategies. Currently, her research primarily explores ways to create inclusive classroom dynamics in higher education, with a particular focus on productive discomfort.
