Using student interests and goals to foster inclusion, belonging, and pedagogical strength

Abstract

Abstract: Diversity, equity, and inclusion initiatives have come under scrutiny recently, being viewed by some as a distraction that weakens universities and threatens their ability to educate students (Moody, 2023). I use an approach to foster a sense of inclusion and belonging, however, that I believe has made my course pedagogically stronger. In this reflective essay, I describe how I solicit information about students’ academic interests and professional goals, then use that information to guide class content. Students see the connection between their academic interests and professional goals and the higher education environment, therefore reinforcing the belief that as the “owners” of these academic interests and professional goals, they belong in higher education, too.