by Kristen N. Nelson

This section of the teaching guide draws from experienced Berkeley GSIs and bell hooks’ classic Teaching to Transgress to map the kinds of exclusion that undergraduate students may experience and outline best practices for teaching inclusively.

In This Section

• The Role of GSIs in Fostering Inclusion
• Exclusion at the Classroom Level
• Best Practices for Fostering Inclusion at the Classroom Level
  • Setting Shared Expectations
  • Sharing Representations of Marginalized Scholars and Communities
  • Promoting Inclusion in Interpersonal Interactions
  • Soliciting Regular Feedback
• Exclusion at the Individual (Student) Level
• Best Practices for Fostering Inclusion at the Individual (Student) Level
  • Conducting a Pre-Course Survey
  • Implementing Universal Design for Learning and Supporting the Disability Accommodations Process
  • Encouraging Office Hours Attendance
  • Normalizing the Use of Campus Resources
• Inequality in the Broader Social Context
• Best Practices for Addressing Inequality and Crises in the Broader Social Context
  • Implementing Trauma-Informed Pedagogy
  • Responding to Social Crises
• Invitation to a Community of Practice