REVISED Inclusive Teaching and Learning Part I

Inclusive Teaching and Learning

Part I

Rita D'Aoust, RN, PhD, CNE, ACNP, APN-BC, APRN, FNAP, FAAN, FAANPPamela C. Smith, EdD, RN, ANP Johns Hopkins University, School of Nursing

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Acknowledgement

“This activity was supported by funding from the Nurse Support Program II grant administered by the Maryland Higher Education Commission and funded through the Health Services Cost Review Commission. Opinions, findings, and conclusions expressed in this presentation are those of the author(s) and do not necessarily reflect the views or official policy of the Health Services Cost Review Commission.”

Objectives

• Analyze potential barriers to inclusive learning in the student’s own teaching contexts​

• Develop an action plan to address at least one of the barriers to inclusive learning

• Define inclusive teaching ​

• Explain the importance of inclusive teaching in promoting equitable learning outcomes for diverse student populations in higher education​

• Identify at least three specific strategies for implementing inclusive teaching practices in courses, addressing areas such as course design, content delivery, and assessment methods

What is Inclusive Teaching?

• Inclusive teaching involves recognizing and valuing the diversity of students in all its forms — including race, ethnicity, gender, disability, socioeconomic status, beliefs, and even personality traits like introversion — as a strength
• It entails developing and delivering courses that support the growth of all students, with particular attention to those from groups that have historically been underrepresented in higher education
• Inclusive teaching is an important approach that aims to create learning environments where all students feel valued, respected, and have equal opportunities to succeed.
• There are key principles of inclusive teaching

Sathy, V. and Hogan, K. A. (2019). Want to Reach All of Your Students? Here’s How to Make Your Teaching More Inclusive. The Chronicle of Higher Education.

Design course materials and activities to be accessible to all students, including those with disabilities. Provide multiple means of representation, engagement, and expression (Universal Design for Learning). Ensure physical spaces are accessible and comfortable for all students. Offer course materials in various formats (e.g., digital, print, audio)

Actively identify and challenge personal biases and assumptions Be aware of stereotype threats and how it can impact student performance Use language that is inclusive and respectful of all identities Address microaggressions promptly and effectively

Actively identify and challenge personal biases and assumptions​ Be aware of stereotype threats and how it can impact student performance​ Use language that is inclusive and respectful of all identities​ Address microaggressions promptly and effectively

Key Principles of Inclusive Teaching

Recognize and address bias

2. Create an accessible learning environment for ALL

1. Recognize and address bias

Use a mix of teaching strategies to accommodate different learning styles. Incorporate active learning techniques to engage all students. Balance individual, pair, and group work to provide varied interaction opportunities. Use both low-stakes and high-stakes assessments to evaluate learning

Incorporate diverse voices, authors, and viewpoints in course materials. Use examples that reflect a variety of cultures, experiences, and backgrounds. Highlight contributions from underrepresented groups in the field. Encourage students to share their own perspectives and experiences

Incorporate diverse voices, authors, and viewpoints in course materials Use examples that reflect a variety of cultures, experiences, and backgrounds Highlight contributions from underrepresented groups in the field Encourage students to share their own perspectives and experiences

Key Principles of Inclusive Teaching

3. Use diverse examples and perspectives

4. Employ varied teaching methods

Use diverse examples and perspectives

Clearly communicate course objectives, assignments, and grading criteria. Offer timely and constructive feedback on student work. Provide opportunities for students to give feedback on the course and teaching methods. Use rubrics to ensure fair and consistent grading

Establish clear guidelines for respectful communication and interaction. Create opportunities for students to get to know each other. Address conflicts or tensions in a constructive manner. Model inclusive behavior and language.

Establish clear guidelines for respectful communication and interaction Create opportunities for students to get to know each other Address conflicts or tensions in a constructive manner Model inclusive behavior and language

Key Principles of Inclusive Teaching

Subtitle

6. Provide clear expectations and feedback

5. Foster a supportive classroom climate

Foster a supportive classroom climate

Offer flexible deadlines or assignment options when possible. Be open to adjusting teaching methods based on student feedback. Provide support for students facing challenges (e.g., office hours, referrals to campus resources). Recognize and accommodate diverse cultural and religious observances

Create multiple ways for students to participate (e.g., verbal, written, online). Use techniques like think-pair-share to encourage participation from all students. Validate and build upon student contributions. Be mindful of who is speaking and ensure equitable participation

Create multiple ways for students to participate (e.g., verbal, written, online) Use techniques like think-pair-share to encourage participation from all students Validate and build upon student contributions Be mindful of who is speaking and ensure equitable participation

Key Principles of Inclusive Teaching

8. Be flexible and responsive to student needs

7. Encourage student participation and voice

Encourage student participation and voice

Incorporate activities that develop students' intercultural skills. Encourage students to reflect on their own cultural identities and biases. Foster discussions about diversity, equity, and inclusion in the context of the course material. Help students understand the global and multicultural aspects of the field of study.

Regularly self-assess and reflect on teaching practices.Seek feedback from students and colleagues. Stay updated on current research in inclusive pedagogy. Participate in professional development opportunities related to inclusive teaching

Regularly self-assess and reflect on teaching practices Seek feedback from students and colleagues Stay updated on current research in inclusive pedagogy Participate in professional development opportunities related to inclusive teaching

Key Principles of Inclusive Teaching

10. Promote cultural competence/ humility

9. Reflect on and improve teaching practices

Reflect on and improve teaching practices

Key Points

Lack of structure disadvantages

Clear structure is better for all students

Inclusive teaching is a mind-set

Reflection

Consider these five questions to raise your awareness of inclusion in your discipline, and in your teaching:

Question 1/5

Question 2/5

Question 3/5

Question 4/5

Question 5/5

Question 1/7

Question 2/7

Question 3/7

Question 4/7

Question 5/7

Question 6/7

Question 7/7

Inclusive teaching means developing and delivering courses that proactively support the growth of all students -- especially those from groups historically underrepresented in higher education. In Dr. Chen's context, this means designing accessible content, using varied assessments, incorporating multiple engagement formats, and fostering a welcoming climate from the outset rather than waiting for accommodation requests. NCLEX alignment addresses content coverage, not inclusion. Providing identical materials to everyone ignores the diverse learning needs described in the scenario.

Over-reliance on a single assessment format creates structural barriers that systematically disadvantage students with test anxiety, diverse educational backgrounds, or varied learning strengths — none of which reflects a lack of clinical competence. Inclusive teaching uses multiple assessment methods such as projects, portfolios, simulations, presentations, and case-based evaluations to provide equitable opportunities for all students to demonstrate their knowledge. Curving grades masks the problem without addressing root causes.

Inclusive teaching involves recognizing and valuing diversity in all its forms -- including race, ethnicity, gender, disability, socioeconomic status, and learning styles. Treating students identically overlooks these differences and can widen equity gaps rather than close them. True inclusive teaching means educators actively adapt course design, delivery, and support to promote the growth of all learners, with particular attention to those from historically underrepresented groups.

Technology equity is a critical and often overlooked barrier in online nursing education. Rural and lower-income students may lack reliable broadband access, appropriate devices, or the financial resources to purchase required course technologies -- none of which reflects academic ability. Questioning students' academic preparedness before examining structural access barriers is a form of deficit thinking that misattributes systemic problems to individual shortcomings. Inclusive online programs proactively address technology barriers by offering low-bandwidth course materials, device lending programs, clear technology orientation modules, and flexible deadline policies.

When outcome data reveals persistent demographic disparities despite comparable entry credentials, an inclusive teaching response examines structural and pedagogical factors — including potential bias in assessments, lack of culturally diverse content, inadequate feedback mechanisms, and classroom climate issues — that may systematically disadvantage certain student groups. Voluntary add-ons place the burden on students rather than the institution. Attributing gaps to external factors ignores the educator's responsibility to create equitable learning environments.

Technology equity is a critical and often overlooked barrier in online nursing education. Rural and lower-income students may lack reliable broadband access, appropriate devices, or the financial resources to purchase required course technologies — none of which reflects academic ability. Questioning students' academic preparedness (Option A) before examining structural access barriers is a form of deficit thinking that misattributes systemic problems to individual shortcomings. Inclusive online programs proactively address technology barriers by offering low-bandwidth course materials, device lending programs, clear technology orientation modules, and flexible deadline policies.

Lack of structure disadvantages

Without clear organization, explicit instructions, and well-defined expectations, students may struggle to navigate course content, manage their time effectively, or understand assignment requirements. This ambiguity can be especially challenging for students with learning disabilities, those from different cultural backgrounds, or individuals who require more guidance in self-directed learning environments. A lack of structure can increase anxiety, reduce engagement, and potentially widen achievement gaps, undermining the goal of creating an equitable learning experience for all students.

Over-reliance on a single assessment format creates structural barriers that systematically disadvantage students with test anxiety, diverse educational backgrounds, or varied learning strengths — none of which reflects a lack of clinical competence. Inclusive teaching uses multiple assessment methods such as projects, portfolios, simulations, presentations, and case-based evaluations to provide equitable opportunities for all students to demonstrate their knowledge. Curving grades masks the problem without addressing root causes.

Using diverse examples, case studies, and perspectives is a fundamental principle of inclusive teaching. When curricula consistently center urban, middle-class patient scenarios, students from rural, tribal, and underserved community settings cannot see their professional realities, patient populations, or practice contexts reflected in the curriculum. This sends an implicit message that their experiences are less relevant or valued. Over time, this representational barrier reduces engagement, undermines belonging, and limits the development of culturally responsive practice for all students. Inclusive nurse educators intentionally select cases that reflect the full range of clinical settings, patient demographics, and social contexts present in their student cohort.

Using diverse examples, case studies, and perspectives is a fundamental principle of inclusive teaching. When curricula consistently center urban, middle-class patient scenarios, students from rural, tribal, and underserved community settings cannot see their professional realities, patient populations, or practice contexts reflected in the curriculum. This sends an implicit message that their experiences are less relevant or valued. Over time, this representational barrier reduces engagement, undermines belonging, and limits the development of culturally responsive practice for all students. Inclusive nurse educators intentionally select cases that reflect the full range of clinical settings, patient demographics, and social contexts present in their student cohort.

This scenario illustrates how implicit bias and culturally specific assumptions about 'good' academic participation can misinterpret a student's competence. Maria's strong clinical performance contradicts the assumption of poor critical thinking. Written online discussion formats privilege students who are highly proficient in academic English and whose cultural norms value individual, textual self-expression — norms that vary across cultures. An inclusive educator reflects on how participation formats may disadvantage non-native English speakers and offers varied modes for students to demonstrate critical thinking, such as audio responses, visual formats, or structured discussion protocols.

Inclusive teaching involves recognizing and valuing diversity in all its forms -- including race, ethnicity, gender, disability, socioeconomic status, and learning styles. Treating students identically overlooks these differences and can widen equity gaps rather than close them. True inclusive teaching means educators actively adapt course design, delivery, and support to promote the growth of all learners, with particular attention to those from historically underrepresented groups.

When outcome data reveals persistent demographic disparities despite comparable entry credentials, an inclusive teaching response examines structural and pedagogical factors — including potential bias in assessments, lack of culturally diverse content, inadequate feedback mechanisms, and classroom climate issues — that may systematically disadvantage certain student groups. Voluntary add-ons place the burden on students rather than the institution. Attributing gaps to external factors ignores the educator's responsibility to create equitable learning environments.

Inclusive teaching means developing and delivering courses that proactively support the growth of all students -- especially those from groups historically underrepresented in higher education. In Dr. Chen's context, this means designing accessible content, using varied assessments, incorporating multiple engagement formats, and fostering a welcoming climate from the outset rather than waiting for accommodation requests. NCLEX alignment addresses content coverage, not inclusion. Providing identical materials to everyone ignores the diverse learning needs described in the scenario.

This scenario illustrates how implicit bias and culturally specific assumptions about 'good' academic participation can misinterpret a student's competence. Maria's strong clinical performance contradicts the assumption of poor critical thinking. Written online discussion formats privilege students who are highly proficient in academic English and whose cultural norms value individual, textual self-expression — norms that vary across cultures. An inclusive educator reflects on how participation formats may disadvantage non-native English speakers and offers varied modes for students to demonstrate critical thinking, such as audio responses, visual formats, or structured discussion protocols.

Inclusive teaching is a mind-set

For every teaching choice you make, reflect on who might be excluded by that method. For example, when delivering a lecture, students differ in their ability to concentrate, understand the language, extract key concepts, and organize the information. Would offering a basic outline of your lecture beforehand be seen as excessive support? Some may argue it is. However, the outcome is that all students leave with essential notes, a better understanding of the key points, and a model of how ideas are structured. This also provides students with a solid framework for effective note-taking.

Clear structure is better for all students

It's important to emphasize adding more structure benefits without negatively impacting those who may not require it. Today's students bring diverse cultural backgrounds, personalities, social networks, learning styles, and varying levels of confidence into the classroom. This diversity can sometimes feel overwhelming. By enhancing the structure of your syllabus, assignments, exams, and teaching methods, you can better support a wider range of students. From our experience, all students tend to appreciate and perform well with increased structure, with some gaining even more significant benefits.