Inclusive classrooms: How can we put our ethos into practice?

Sharad Goel, Professor of Public Policy (HKS), teaches statistical methods in his application-oriented course, Law, Order and Algorithms, and in the team-taught course, Quantitative Analysis and Empirical Methods. He emphasizes the importance of making course content relatable and relevant to students' lives and interests to enhance their understanding of quantitative analysis. In addition, he believes that this approach is the initial step towards fostering an inclusive learning environment. Last year, Goel joined the Faculty Learning Community on Disability and Learning at HKS, which allowed him to align his research and course content with his teaching method through a wide range of integrated practices. Straightforward examples include always ensuring to use microphones, repeating questions for clarity, describing visual content for students instead of assuming students can see it, and allowing a brief pause after asking questions to give students time to think.

The benefits 

These methods not only enhance Goel’s own self-awareness about his teaching style but also help establish norms and expectations for an inclusive learning atmosphere. Additional strategies involve the use of Teachly, a tool that allows faculty to monitor student engagement and analyze one’s teaching patterns. Although Goel initially attempted to mentally keep track of student participation and be intentional about calling on different students, he has found the data provided by Teachly to be beneficial in promoting balanced participation, both in terms of who responds to and who poses questions. These techniques and tools can help teaching faculty embody inclusive practices in their classrooms in a way that can enhance – not inhibit – the course content.

“The framing of my class [Law, Order and Algorithms] is to make the world more inclusive, but we don’t always give thought to our local contexts. Let’s also think about what we can do to make our classrooms more inclusive.”

The challenges

Although Goel implements practical strategies that establish norms and rules for interaction and methods meant to foster an environment where students feel at ease expressing their questions and viewpoints, not all students feel comfortable speaking up and may need a little extra help joining the discussion, especially when English is not their native language. In response, Goel and team built an AI tutor that allows students to ask questions they may not want to vocalize in class and allows them to seek help in languages other than English. In courses that tackle polarizing or controversial subjects, maintaining civil and productive discussions can be challenging due to differing perspectives. However, Goel is committed to nurturing a classroom culture where students engage with issues in a respectful, empathetic, and constructive way. Recognizing that students may be hesitant to speak their opinions that deviate from prevailing viewpoints, he encourages broader participation through measures like anonymous questions and the creation of discussion norms. Anonymous polls can also be used to demonstrate the range of opinions present, reassuring students that their thoughts are not solitary and fostering a more inclusive dialog.