Siema Ramdas

Creating truly equitable education is a challenge. Equity, diversity, and inclusion endeavours are often characterized by a depreciative deficit-thinking and a problem-based view on diversity. In this article, we present the MIXED model (Multi-perspective Inclusive eXchanges for Equity and Diversity), which can support lecturers in establishing an inclusive learning environment by building on different perspectives and talents in the (college) classroom. The model offers both inspiration and practical guidance as it describes a vision, strategies, and examples of learning activities for various classroom settings (online/offline, larger/smaller). We also describe the theoretical framework and the process of development and implementation. The MIXED model, developed at the Vrije Universiteit Amsterdam, unpacks three phases in classroom dynamics. Feedback from lecturers indicates utilizing the model can lead to a more equitable learning environment. This approach aims to educate future academics and professionals who are capable of building on the different perspectives in diverse settings when resolving complex societal problems.

Introduction: Engaging students in small-group active learning methods is essential for their development. Yet, medical teachers frequently face difficulties in stimulating this engagement, resulting in students remaining passive or detached from the learning process. The aim of this study was to uncover ways in which expert medical teachers, proficient at cultivating high levels of student engagement, stimulate such engagement. This knowledge might inform faculty development initiatives, so that medical teachers can be better equipped to teach in a way that engages students. Methods: We conducted an interview study using a constructivist grounded theory approach, integrating elements from appreciative inquiry. The eleven participants were qualified medical teachers who repeatedly received high scores on student engagement. Each interview was transcribed, coded, and analyzed using constant comparison until theoretical saturation was achieved. Results: We constructed a grounded theory of expert teaching practice, describing student engagement as an integrated process consisting of three components: 1) aiming for a supportive learning environment; 2) employing a personal educational approach; and 3) facilitating the active learning process. Discussion: This study uncovered that there are multiple ways to stimulate high levels of student engagement. Although there was consensus on the importance of a supportive learning environment and the ability to facilitate the active learning process, participants recognized the contextual nature of student engagement and took on a reflective mindset to adapt strategies to their specific situations. These findings highlight the need for faculty development initiatives to adopt a comprehensive, context-sensitive approach that considers the complexity of student engagement.

Classrooms are fundamental components of university campuses. The creation of inclusive and equitable campus environments is incumbent upon the teachers who need to navigate through “hot moments”, which typically refers to situations or incidents that generate intense emotions or strong reactions among the students or between the students and teachers. The literature suggests that many “hot moments” occur due to microaggressions in the classroom and that issues of difference, power, and privilege underlie “hot moments”. Based on qualitative research done with university teachers in a Dutch institution, our research shows that teacher-described “hot moments” can be analyzed under three interrelated dimensions: individual, interactional, and institutional. We suggest educators and higher education policy makers read through these experiences as a way to better understand the challenges their colleagues face, most often alone as the classroom’s leader; in the hope of advancing change efforts to create more inclusive and equitable class environments which will change how minoritized students experience university education.