Notes on Inclusive Teaching

Posted at — Dec 28, 2022

I will be a teaching fellow at Harvard in Spring 2023. This will be my first official teaching appointment since 2016, and first academic teaching since 2015. One aspect that I'd like to work on this time around is how to be a better resource for students. I'm specifically looking for a good balance in pedagogy - for example, encouraging proactivity and independence, while minimizing student frustration.

These are my notes from "Inclusive Teaching in Yale Computer Science". My immediate impression is that the onus of inclusive teaching lies heavily with the teaching staff. I think it's infeasible to adhere to all best practices (much less implement them while the course is ongoing), but I will do my best. I'll create a followup post at the end of the term to grade myself against these listed metrics.

Part 1: Inclusive Teaching Guidance

Section 1: Accommodate Different Ways of Learning

Section 2: Students with Disabilities

Section 3: Students who are Struggling

Section 4: Inclusive Language

Part 2: Course Structure

Section 5: Course Policies for Late Work

Section 6: Collaboration

The following section discusses tiers of allowed collaboration during the course.

  1. Individual. Assignments are designed for students to work through problems independently. You may ask clarifying questions or search online for general concepts, but never reference any exact solutions.
  2. Limited collaboration. You may write on a board for shared discussion, but never take any copy away for personal use. The idea is that you should be able to reconstruct the answer from memory.
  3. Open collaboration. Collaboration is encouraged, but you should acknowledge with whom you worked.

Section 7: Teaching Accessibility

Section 8: Syllabus