Faculty from across BU’s schools and colleges participated in the second-annual Inclusive Pedagogy Symposium: Belonging by Design– sharing a variety of educational strategies and approaches designed to create learning environments where every student feels seen, valued, and empowered.
When you feel connected to others through what you bring to the world, time collapses and the human heart expands. Wendy Colby Vice President and Associate Provost BU Virtual and the Institute for Excellence in Teaching & Learning
Attendees connected with fellow faculty, staff, and graduate students, reflecting on how being mindful and intentional in interactions in and beyond the classroom directly correlates with student success and well-being.
“Inclusive pedagogy invites instructors to consider our choices around the content we teach and the means through which we deliver it. It enables learners and instructors to achieve intellectual and personal growth and success,” according to Megan Sullivan, Faculty Director of Inclusive Pedagogy. This page shares a few of the resources faculty presented at the symposium.
Representation and Student Belonging Strategies
Diversify STEM Representation
In this lightning talk, Binyomin Abrams, Research Associate Professor of Chemistry and Director for the CAS Program in Science Education in the College of Arts & Sciences, exemplifies how small, intentional changes — like spotlighting a diverse pool of scientists alongside a lecture slide — can contribute meaningfully to improving student success and creating belonging among students.
Increase Belonging in Large Lectures
Intentional Learning Strategies
Build Inclusion for International Students
In this lightning talk, Grace Kim, Clinical Professor of Counseling Psychology and Chair for the department of Counseling Psychology & Applied Human Development in the Wheelock College of Education & Human Development, explores the cultural, racial, and educational contexts that shape the experiences of Asian and Asian American students in the classroom and offers practical strategies for building belonging and inclusive engagement.
Reduce Cognitive Load to Include Learners
Inclusive Dialogue and Assessment Strategies
Student-Led Participation Reflection
In this lightning talk, Karen Guendel, Senior Lecturer of Rhetoric in the College of General Studies, offers practices and strategies from her First-Year Rhetoric course to make class participation more inclusive by reducing barriers to learning and increasing the agency and choice of students by providing multiple ways for students to participate.
Repair Harm and Rebuild Trust
Interested in learning more about inclusive pedagogy?
Be sure to check out our other resources and programming!