Establishing a Supportive and Inclusive Learning Environment

Charged Discussions as Learning Opportunities Series: Topic Intro | Part 1 | Part 2 | Part 3

Charged Discussions as Learning Opportunities Series
Part 1: 
Establishing a Supportive and Inclusive Learning Environment

Overview

The prologue to the UC Davis Principles of Community states: “UC Davis is a diverse community comprised of individuals having many perspectives and identities.” As such, “we recognize that to create an inclusive and intellectually vibrant community, we must understand and value both our individual differences and our common ground.” Discussions about difference, power, inequality, and other charged topics can help students recognize and investigate their assumptions, develop new appreciation for differences, and lead to transformative learning experiences (Brookfield and Preskill, 1999; Kipp, 2008). 

But for such dialogues to be successful, a supportive and inclusive learning environment is necessary, as well as skillful facilitation on the part of the instructor (Sue et al., 2009). Without these elements, anger, hostility, silence, and breakdowns in communication can occur. An inclusive and supportive learning environment is a key foundation for effective discussions about charged topics (Brookfield & Preskill, 1999; Goodman, 1995). Efforts to establish such an environment should begin on the first day of class. What follows are a few ways to help all your students feel comfortable taking risks in class. 

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Consider a Community Values Statement and Anonymous Incident Report

You might include a Community Values statement in your syllabus that uses growth-mindset framing around your expectations for classroom discussions. For example: 

In our discussions, we might make mistakes in our speaking and our listening. However, our learning community will be characterized by empathy, respect, and a desire to improve. If you are offended by a comment by the instructor or a classmate, please notify me in whatever way is most comfortable for you (in person, email, or anonymous note). I will do my best to rectify the situation but would also appreciate suggestions for best addressing the incident.

An anonymous Class Incident Report allows students to share concerns about any incidents in class discussions. If using a tool like Google Forms or Qualtrics, check for submissions regularly to avoid missing responses. See a sample Google form at https://tinyurl.com/ClassIncident with the following prompts: 

Your responses to this form are anonymous unless you choose to identify yourself.

  • Please share what happened and how you or others were affected. 
  • I appreciate your suggestions for best addressing the incident. How might we rectify this situation? 

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Incorporate “Working Agreements” into Your Classroom

“Working agreements” or “discussion ground rules” (Goldstein, 2021) can be formal or informal compacts developed by the classroom community that determine how that community will work together (Haskell, n.d.). You can generate working agreements as a class, or you can provide working agreements for your students’ ratification.

A few common working agreements include:

  • “No cross-talk” or no interrupting.
  • “Step up/Step back”: students who usually talk a lot should consider speaking a little less and students who rarely speak in class can consider speaking up more.
  • “Criticize ideas, not individuals.”
  • “Avoid assumptions” about any member of the class.
  • “Three before me”: after a student contributes in class, they should wait until three other students have spoken before they speak again.

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Provide Diverse Points of View on Course Topics

Working to ensure that all students might see themselves reflected in course content signals that everyone’s identity and group membership are valued and emphasizes the importance of considering multiple points of view on a topic. Incorporate diverse points of view in examples used to explain course concepts, through diverse cultural references, and through diverse scholarly perspectives, among other examples (Addy et al., 2021).

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Consider Using Micro-affirmations

“Micro-affirmations,” (Rowe, 2008) are small acts of support that foster inclusion, listening, comfort, and support for people who may feel isolated or invisible in an environment. Using micro-affirmations can “communicate to students that they are welcome, visible, and capable of performing well” (Powell et al., 2013). Micro-affirmations can include making concerted efforts to use students’ correct names, pronunciations, and pronouns, and rewarding positive behaviors.

 

  • Acknowledgements
  • This series was updated with contributions from Katie Healey (Educational Specialist, UC Davis Center for Educational Effectiveness).
  • Additional Resources
  • Make sure students know about campus resources, such as:
    • AB540 and Undocumented Student Center
    • Cross Cultural Center
    • LGBTQIA (Lesbian, Gay, Bisexual, Trans, Queer, Intersex, and Asexual) Resource Center
    • The Student Recruitment and Retention Center
    • Women’s Resources and Research Center
    • Community Advising Network
    • Student Health and Counseling Services
    • The UC Davis Principles of Community
  • Citation
  • Center for Educational Effectiveness [CEE]. (2024). Charged discussions as learning opportunities series. Just-in-Time Teaching Resources. Retrieved from https://cee.ucdavis.edu/JITT
  • References
  • Addy, T., Dube, D., Mitchell, K., & Sorrell, M. (2021). What inclusive instructors do: Principles and practices for excellence in college teaching. Stylus Publishing. 

    Brookfield, S. D., & Preskill, S. (1999). Discussion as a way of teaching: Tools and techniques for democratic classrooms. Jossey-Bass. 

    Goldstein, S. B. (2021). Ground rules for discussing diversity. In M. E. Kite, K. A. Case, & W. R. Williams (Eds.), Navigating difficult moments in teaching diversity and social justice. American Psychological Association. 

    Goodman, D. J. (1995). Difficult dialogues: Enhancing discussions about diversity. College Teaching, 43, 47–52. 

    Haskell, J. (n.d.). Working agreements. Retrieved from https://www.uvm.edu/sites/default/files/workingagreements-defined.pdf 

    Hodo, T. L., Whitfield, J., Van Brunt, B., & Fitch, P. (2023). How to engage in difficult conversations on identity, race, and politics in higher education: A practical guide for faculty. Taylor & Francis. 

    Kipp, B. (2008). What instructors can do to safely facilitate controversial discussion. In K. Landis (Ed.), Start talking: A handbook for engaging in difficult dialogues in higher education (pp. 30–32). University of Alaska Anchorage. Retrieved from http://www.difficultdialoguesuaa.org/handbook/content/essay_what_instructors_can_do_to_safely_facilitate_controversial_discussion 

    Powell, C., Demetriou, C., & Fisher, A. (2013, October). Micro-affirmations in academic advising: Small acts, big impact. The Mentor: An Academic Advising Journal. Retrieved from https://dus.psu.edu/mentor/2013/10/839/ 

    Rowe, M. (2008). Micro-affirmations and micro-inequities. Journal of the International Ombudsman Association, 1(1), 45–48. 

    Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183–190.