Setting the Tone for Trust and Inclusivity Activity
Rachel Messer, (Formerly) Assistant Professor of Psychology, University of Pikeville
OVERVIEW
Setting the tone for trust and inclusivity activity: a first day of class activity for students to complete regardless of the course topic or level that encourages trust building between students and instructor. This simple activity can be especially validating for students within challenging circumstances, as well as students who may want to denote varying pronouns or an otherwise unlisted name without disclosing in front of the class.
THIS TOOLKIT WILL SHOW YOU HOW TO
- Create a first day of class activity for students that portrays inclusivity and builds trust.
IMPLEMENTATION STEPS
- Provide students with an index card, virtual index card, or a confidential messaging space within the learning management system (LMS).
- Encourage students to fill out each question honestly and collect the cards or have the students message or send them to you.
- Review the cards and make any notes needed on rosters or on your reminders, and retain the cards for your future review.
RESOURCES TO EXPLORE
- Tips 5 through 7 on this first day of class suggestion page
- A variation on this first day of class notecard activity
- Another variation used by instructors in online courses (could be used for face-to-face courses as well)
DESCRIPTION
After the initial opening of class on the first day of my courses, I pass out a blank note card to each student and display the questions that I would like them to answer on their cards:
- Name/What do you want me to call you?
- What pronouns do you want me to publicly use for you?
- What is one thing you are excited about learning in this course?
- What else would you like me to know about you? Is there anything that might affect your participation in the course?
I instruct the students to take their time thinking about their answers and let them know that I am the only one who will see their notecards. They receive their first 3-5 points in the course for completing the card.
REFLECTION
I have conducted this activity by using physical note cards in all of my psychology courses, and have used variations on it for online courses. For example, private messaging in the LMS, private discussion boards, or simply turning in the answers as a submitted online assignment would all work just as well.
I continue to use this activity because every time I receive information that is valuable from the students. The names and pronouns that they use personalize the course beyond the registration system’s roster or the LMS accounts. These types of details can be followed up on, which I usually do by typing my follow-up in the comments section of the points submission for their assignment grade.
ANNOTATED RESOURCES and/or WORKS CITED
Recent publication on how instructors’ early inclusivity actions matter to students
Article on how faculty can better understand their students
Publication on how LGBTQ students feel supported by faculty
