Inclusive Excellence

"Even though some of us might wish to conceptualize our classrooms as culturally neutral or might choose to ignore the cultural dimensions, students cannot check their sociocultural identities at the door, nor can they instantly transcend their current level of development…it is important that the pedagogical strategies we employ in the classroom reflect an understanding of social identity development so that we can anticipate the tensions that might occur in the classroom and be proactive about them."

Ambrose, S. A., Bridges, M.W., DiPietro, M. & Lovett, M.C. (2010). 
How learning works: Seven research-based principles for smart teaching

How does inclusive teaching improve student engagement and learning?

  • You can connect with and engage with a variety of students.
  • You are prepared for “spark moments” or issues that arise when controversial material is discussed.
  • Students connect with course materials that are relevant to them.
  • Students feel comfortable in the classroom environment to voice their ideas/thoughts/questions.
  • Students are more likely to experience success in your course through activities that support their learning styles, abilities, and backgrounds.

The Beach provides many “non-course” opportunities for students, faculty, and staff to learn about facets of our community:

Understanding Your Student Audience: Millennials and Generation Z

Why are generational characterizations important?
An individual’s age is one of the most common predictors of differences in attitudes and behaviors. Generational characterizations help scholars and others understand how different formative experiences interact with the life cycle and aging process to shape people’s view of the world. The Pew Trust's Why’s and How’s of Generational Research offers a more in-depth look at generational characterizations.

Readings on Generation Z
For Generation Z, computer technologies and the Internet is the commonplace. All their communication takes place on the internet and they show very little verbal communication skills. Most of their formative years are spent on the Internet. They are used to instant action and satisfaction due to internet technology. Importantly, they are more aware than any other generation about their presentation of self on social media.

Adjusting Expectations: Faculty and Student Expectations: The College Preparation Myth
Entering freshmen have much to be prepared for in starting college - but WHAT constitutes college preparation? White (2017) claims “Holding on to the college-ready paradigm serves only to provide a crutch that prevents us from putting forth the full measure of creative energy, resources, and accountability required to significantly expand college attainment. It is time to abandon the college-ready myth and adopt, wholesale, a student-ready paradigm, which means rejecting policies that label students as “remedial” and discarding the notion that initiatives to assist them require some extraordinary act of charity that is beyond the legitimate role of higher education.”

Faculty Practices for First-Year Student Success

Student Practices for First-Year Student Success

Challenging and Supporting Students: Establishing Foundations for Learning/College Success

How Challenging Students and Facilitating Academic Adjustment Results in Success

Dweck, Walton, & Cohen (2017) provide a compelling synthesis of the research literature on fostering and scaffolding student learning and adjustment. Their work is the centerpiece of this module. Upon completing this module, faculty should be able to:

  • Identify why challenging and supporting students is fundamental to student success in the first two years of college and beyond.
  • Recognize that foundation courses establish more than content foundations and are vital to student academic and social adjustment in college.
  • Understand the role academic tenacity plays in student success.
  • Learn how good teachers foster academic tenacity as an integral part of teaching and learning.

Dweck Texts

Additional Resources

The resources below provide links to basic information and services required for all CSULB faculty to know about accessibility.