A Tool to Advance Inclusive Teaching Efforts: The “Who’s in Class?” Form

Abstract

We developed the "Who's in Class?" form with the major goals of increasing instructors': (1) awareness of their learners' diverse attributes and identities, and (2) implementation of inclusive teaching practices.

Protocol for designing and evaluating an undergraduate public health course on sexual and reproductive health at a public university in California

“…The incorporation of digital tools, like the "Who's in Class?" application [ 21 ], reflects a commitment to creating a learning climate that is inclusive of and accessible to everyone in our diverse student body. This integration of technology not only enhances learning engagement but also prepares students to navigate the complexities of sexual health in a digital age.…”

“… Use the Who's in Class? Tool to build an environment that is inclusive of and accessible to all students [ 21 ]. …”

“…We will use the "Who's in Class?" tool [ 21 ], developed to create inclusive learning environments, acknowledge student diversity, and proactively address barriers to academic success. Students will answer a series of questions on topics such as financial capabilities, first-generation status, and expectations for inclusivity, using an anonymous virtual platform.…”

Navigating the interlanguage space: Chinese international students’ perceptions of a virtual chemistry laboratory course

“…The shift toward constructivism also parallels research in inclusive teaching, which focuses on the diversity of learning and learners in a given classroom (Dewsbury and Brame, 2019;Suh et al, 2020;Addy et al, 2021). This diversity can refer to ELLs broadly, but K-12 research further emphasizes that ELLs are not themselves a homogenous group (Lee and Stephens, 2020).…”

Cultivating social well‐being: (Re)discovering the impact of positive relationships

“…Addy et al. (2021) demonstrate how the implementation of a systematic check‐in survey with students can positively impact the relationship of instructors and students that bears the potential to shift our learners’ perception of how instructors recognize them: as a person rather than a number (p. 2). The positive relationships we aim to cultivate in our learning environments can ultimately contribute to a sense of belonging for our students, which might support student retention and graduation (Romero, 2018).…”