Instructor Self Reflection
A critical aspect in working towards more inclusive classroom spaces, and engaging in difficult dialogues, is starting with self-reflection. The Office for Inclusive Excellence (OIE) offers a range of workshops that help participants reflect on their own implicit bias, discuss common microaggressions that occur in the classroom, and think about how self-reflection can improve teaching and learning. There are also many resources available to engage in self-reflection on your own.
Some guiding questions for faculty/instructor self-reflection:
- What are my social identities?
- What are my personal biases and assumptions and how might these affect the learning experiences of my students?
- Do I feel prepared to handle challenging situations or facilitate difficult discussions in the classroom?
- Do I have strategies in place to get to know my students better and increase their sense of belonging in the classroom?
- Do I have awareness about the social and systemic inequities that affect the experiences and opportunities of underrepresented students in higher education?
- Do I incorporate inclusive teaching strategies into my pedagogy and course curriculum?
Guides for Inclusive Teaching Reflection:
- Inclusive Teaching Strategies: Reflecting on Your Practice (University of Michigan)
- Inclusive Teaching Checklist (University of Calgary)
Resources
- Diversity Issues for the Instructor: Identifying Your Own Attitudes (University of Michigan)
- Instructor Identity: The Impact of Gender and Race on Faculty Experiences with Teaching (University of Michigan)