Inclusive Teaching at Cleveland State University

In the context of the academic setting at CSU, there are evident disparities between faculty and students in terms of privilege and background. Faculty members, typically (though we recognize not always) come from educated and middle-class backgrounds. Almost all faculty enjoy the advantage of prior college experience and understanding of the “hidden curriculum,” which might not be as readily accessible to a large percentage of economically marginalized, first-generation college students. Even adjunct faculty at CSU possess this advantage, having navigated higher education themselves.

Other unique considerations at CSU include the incredibly diverse student body. Our students bring so many different life experiences and represent different races, religions, economic experiences, sexuality and gender identities, immigration experiences, students with disabilities, students who are in different age groups, students who are caretakers or have been unhoused. Some of our students’ identities and life experiences cross a number of these categories. This is a gift for the entire CSU community, as this diversity in life experience creates a space where we all have an opportunity to expand our understanding of the world. However, some of these students will experience more comfortability and inclusion at CSU. For example, CSU has a sizable Muslim student population. While CSU does provide spaces for Muslim students to pray and demonstrates some flexibility for students of different religions, there is room for further improvement and inclusivity in accommodating and supporting the diverse religious needs of the student body.

The diversity in our student population would also benefit from similar diversity in our faculty. However, the university faces challenges in recruiting and retaining faculty of color, particularly women of color, highlighting the need for concerted efforts to promote diversity and representation among the teaching staff. In addition, there are limited opportunities for faculty to engage in inclusive teaching practices despite the institution’s diverse student population.

CSU primarily operates as a commuter campus, which may present unique challenges in fostering a sense of community and belonging among students.

Inclusive teaching is always good teaching, but good teaching isn’t always inclusive.

For general learning regarding inclusive teaching our team recommends reading the following books;

• Sathy, V., & Hogan, K. A. (2022). Inclusive teaching: Strategies for promoting equity in the college classroom. West Virginia University Press.
• Addy, T. M., Dube, D., Mitchell, K. A., & SoRelle, M. (2023). What inclusive instructors do: Principles and practices for excellence in college teaching. Taylor & Francis.