Creating effective and inclusive learning environments
Description of competency
Creating effective and inclusive learning environments is foundational to equitable college teaching, yet it comes with nuanced challenges. In diverse classrooms- particularly large, introductory STEM courses- students arrive with varied prior knowledge, learning preferences, social identities, and levels of confidence. For example, neurodivergent students or those from historically excluded groups may experience classroom activities differently than their peers, especially in high-pressure, fast-paced lecture settings. Additionally, active learning strategies, while widely promoted, can inadvertently amplify social anxiety or cognitive overload if not implemented thoughtfully. These issues are compounded by the physical limitations of traditional lecture spaces and time constraints that make individualised support more difficult. Creating an environment that supports all learners requires intentional design that balances structure and flexibility, promotes psychological safety, and encourages a sense of belonging.
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To demonstrate this competency, instructors can develop skills in inclusive course design, transparent communication, and flexible facilitation. This includes the ability to select and adapt active learning strategies that accommodate diverse learning needs; use formative assessment tools to gauge understanding in real time; and foster respectful classroom norms that allow all students to contribute. Creating such environments also demands an instructor’s willingness to reflect on their own position and to actively seek feedback from students. During my own teaching in an Introduction to Ecology course, I learned that offering varied participation formats (e.g., Slido polls and word clouds, ‘Think-Pair-Share’, group work and individual worksheets) supported different student needs, particularly for those who were neurodivergent or less comfortable with verbal participation. I also found that clearly explaining the purpose of each activity and offering different options for students who did not wish to participate in group work helped reduce resistance and increased engagement. These skills and strategies are essential for creating classrooms that are not only academically rigorous, but also welcoming and inclusive for all learners.
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Interpretation
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Infusing active learning with inclusive practices is essential for promoting engagement, deeper understanding, and equitable participation in large undergraduate courses. I developed this competency by attending both the “Infusing Active Learning with Inclusive Practices” Teaching Conference Workshop at the Certificate of College Teaching Institute and a three-week introductory course on teaching at the Center for the Integration of Research, Teaching, and Learning. These experiences introduced me to a range of evidence-based techniques, such as Think-Pair-Share, Stump Your Partner, and the use of real-time feedback tools like Slido, that I implemented across my lectures for teaching an Introduction to Ecology lecture course. Despite initial hesitations about applying active learning in a tightly packed lecture hall of 189 students, I found that techniques requiring minimal movement but encouraging peer discussion were both effective and practical. I learned that combining active learning with technology and asking students how they felt about the content via a Slido poll helped manage cognitive load, foster engagement, and provide quick feedback on how the students were feeling with the teaching material. A key challenge I identified was ensuring equitable participation and effort in in-class activities; in future courses, I plan to address this by providing clearer rubrics for participation-based tasks to reduce ambiguity and promote fairness. This experience has shown me that active learning can be both inclusive and adaptable, even in large lecture formats, and I am now more confident in applying these strategies across a range of teaching contexts.