Heidelberg University: Creating Inclusive Classrooms

On August 15, 2022, Dr. Brunow, Associate Director of the Schreyer Institute for Teaching Excellence at Pennsylvania State University, conducted sessions emphasizing the importance of fostering meaningful connections with students to promote inclusivity across Heidelberg University’s campus offices and classes. In addition to the planned faculty session, they organized a morning session for university staff. To learn more about how Heidelberg used the OFIC Diversity Grant to help fund these sessions, continue reading.

Workshops For Students and Faculty

The workshop proved to be a valuable experience for both university staff and full-time faculty. In the morning session, all 15 attendees expressed positive feedback, finding the workshop applicable and enlightening regarding connecting with students. In the afternoon, Dr. Brunow delivered a keynote lecture to the faculty, emphasizing the creation of inclusive learning environments and meaningful connections. Faculty members then collaborated within their departments to identify strengths and weaknesses in inclusivity and brainstormed ideas for deeper connections with students. Subsequently, they revised their syllabi and first-day plans to foster inclusivity from the beginning.

Survey responses from the faculty revealed that the majority found the material covered to be helpful and applicable. They learned about the concept of a "hidden curriculum" and the impact it can have on students, as well as how small changes in syllabi can make students feel more welcome. Despite the workshop being held the day before classes started, faculty members anticipated implementing the ideas in future semesters. Two weeks into the semester, respondents reported that the changes had a positive impact on their classes, with improved relationships and a more inclusive space.

Five faculty members continued their work by forming a book group and reading "Learning That Matters" by Caralyn Zehnder, Julia Metzker, Karynne Kleine, and Cynthia Alby. The group met regularly to reflect on classroom lessons and enhance student learning through meaningful connections. Feedback from the group was overwhelmingly positive, with all members reporting positive changes in their courses and stronger relationships with students.