Classroom Pedagogy and Diversity in Higher Education

Inclusive Excellence

In 2005, the American Association of Colleges and Universities released a three-article series that called for higher education institutions to move away from a fragmented focus on diversity and begin to think about how to promote inclusive excellence in predominantly White institutions (PWIs). Specifically, they challenged leaders in higher education to move from rhetoric to action by involving the entire campus community in the work of infusing diversity and excellence. The AAC&U defines inclusive excellence as the purposeful embodiment of practices that recognize and provide equity for multiple student identity groups. As it pertains to classroom pedagogy and diversity in higher education, this involves the following:

• A focus on student intellectual and social development. Academically, it means offering the best possible course of study for the context in which the education is offered.
• A purposeful development and utilization of organizational resources to enhance student learning. Pedagogically, it means establishing an environment that challenges and supports each [Page 395]student to achieve academically at high levels and each member of the classroom to contribute to learning and knowledge development.
• Attention to the cultural differences diverse learners bring to the educational experience and how those cultural differences enhance the teaching and learning environment.
• Creating a welcoming classroom environment that engages all of its diversity in the pursuit of individual and collaborative learning. (AAC&U, 2005)

To help institutions guide and assess their efforts to promote and achieve inclusive excellence, the AAC&U proposes the Inclusive Excellence Scorecard, which provides a framework for educators to focus their attention as they seek to leverage diversity and improve teaching and learning. The scorecard consists of four dimensions: access and equity, classroom climate, diversity in the curriculum and pedagogy, and student learning and development. In regard to classroom pedagogy and teaching and learning, access and equity refer to the compositional representation and success of the students who are in higher education classes; classroom climate involves the development of a supporting psychological and behavioral learning environment where students feel welcomed and valued. Diversity in the curriculum and pedagogy encompasses the inclusion of diversity across course content, activities, and experiences. Student learning and development focus on the knowledge and learning development about diverse groups and cultures and the preparation of students to be successful in an increasingly diverse society.

...