Belonging by Design: Creating Courses That Are Intentionally Inclusive

By definition, teaching is inclusive. If a potential learner, regardless of their identity, felt left out, then teaching did not occur. From a learning science perspective: the availability of cognitive resources depends entirely on a sense of safety. From a learner’s perspective: “If I don’t feel welcome, I can’t learn.” Inclusion, therefore, is the foundation for any classroom.

We can design inclusion into our courses. When we prioritize belonging, studies indicate that we not only improve student learning, but we also make teaching easier. Strategies like scheduling reflective pauses, replacing due dates with checkpoints, and turning a syllabus into a brochure are examples.

Come listen to and hang out with one of our favorite thinkers in higher ed! We will have food and a cash bar, so join us for a relaxing and fun Friday afternoon!

About the Speaker:

JT Torres earned a PhD in Educational Psychology from Washington State University. He researches the relationship between learning and identity, focusing on the social interactions that shape the ways learners define themselves. Both his scholarship and his teaching are informed by his experience in creative writing. With an MFA from Georgia College & State University, JT employs creative methods and strategies to intersect what William James referred to as the art and science of teaching. His co-authored book, Situated Narratives and Sacred Dance, shares stories of religious practitioners in Cuba who learn social identities through ritual spirit possession ceremonies. His novella, Taking Flight, tells the story of a Cuban-American child who must discover his family’s secret before they disappear from history. He directs the Center for Teaching and Learning at Quinnipiac University.