Fostering Inclusive Learning Environments at USask: The EDI Framework for Action

USask’s Equity, Diversity, and Inclusion Framework for Action emphasizes the importance of creating inclusive learning environments.

Strategic Priority 2: Teaching and Learning outlines three key goals for educators. Below, we suggest two examples for implementing each goal into our pedagogy:

Goal 1 - Implementing the Learning Charter (2018) Commitments
Ensure we implement the commitments and goals of our Learning Charter (2018) to create and foster inclusive learning environments.

Inclusive Syllabus Design: Ensuring our syllabi includes diverse perspectives and authors by incorporating readings and case studies from various cultural backgrounds and genders, ensuring that the course content reflects a wide range of experiences and viewpoints.

Regular Feedback Opportunities: Asking for regular, informal feedback where students can share their thoughts on the course and suggest improvements. This can be done through quick surveys in Canvas or Survey Monkey, or brief discussions at the end of a class, helping to create a responsive and inclusive learning environment. Responding to the feedback is a key part of the process.

 

Goal 2 - Evolving Teaching and Learning Programming
Review and evolve teaching and learning programming, services, and activities to reflect cross-cultural knowledges and experiences and foster inclusivity and intercultural understandings.

Guest Lectures and Workshops: Inviting guest speakers from diverse cultural backgrounds to share their expertise and experiences can enrich the learning environment and provide students with firsthand insights into cultural perspectives and practices different from their own.

Intercultural Group Work/Projects: Encouraging students to work in diverse groups that require them to explore and integrate cross-cultural knowledge can foster collaboration and mutual understanding and help students appreciate the value of diverse perspectives.

 

Goal 3 - Creating Inclusive, Accessible, and Supportive Learning Environments
Create learning environments that are inclusive, accessible, and supportive for our educators and learners.

Inclusive Language: Using inclusive language in lectures and communications, including being mindful of pronouns, putting aside any assumptions about students' backgrounds, and using language that respects all identities. Simple actions like asking students for their preferred names and pronouns at the beginning of the course can foster a more welcoming and inclusive atmosphere. For suggestions, see Using Appropriate Pronouns in Classes at USask.

Accessible Office Hours: Offering flexible office hours, including virtual options, can make it easier for students to seek help and support. This approach ensures that all students, regardless of their schedules or physical abilities, have access to the assistance they need.

 

By embracing these simple yet impactful strategies, we can all contribute to a more inclusive and supportive USask learning community.

 

References

A University for Everyone. Equity, Diversity and Inclusion Framework for Action, USask

Equity, Diversity, and Inclusion (EDI) Teaching Strategy, USask

Using Appropriate Pronouns in Classes at USask

---

^{Title image credit: USask Flickr}

This resource is shared by the Gwenna Moss Centre for Teaching and Learning (GMCTL), University of Saskatchewan, under a CC BY-NC-SA license.