As an instructor, walking into a classroom full of students who are eager to participate is always the goal, however, it is not always achieved. While we understand that, in some circumstances, coaxing participation from our students may often be out of our hands, as rainy days, early morning classes, or the occasional off day can certainly factor in. However, there are ways in which we as instructors can create a more collaborative and engaging learning environment that will result in increased participation across the board. How exactly can this be accomplished? The answer here is simple: student feedback and universal design. 

 

These specific concepts and their relationship to classroom participation are discussed at length throughout the chapter, Involving and Evolving: Student Feedback and Classroom Participation. In which, it was discussed that involving students in the process of content structure and creation by way of their feedback was extremely effective in terms of facilitating participation within the classroom. Additionally, once given this feedback, creating course concepts and activities that include and meet the needs of all students (universal design) are particularly effective, as this allows the students to feel included and valued in the process of content creation and structure. Generally, receiving feedback from students of different needs, backgrounds, and experiences have the best results when it comes to universal design, as this allows course content to be specifically tailored around these students so that they don’t get excluded. Evidence of this can be observed throughout the following quote from the chapter. “As Critel emphasizes, under a universal design framework students with different needs, abilities, and experiences are integral to the processes of designing, redesigning, and transforming the institutional structures and material realities that might exclude them”. 

 

However, it was understood throughout the reading that, even though you may be using universal design to appeal to the broadest audience of students, you still have to consider the fact that you may not be including everyone. As seen throughout the following excerpt from the text. “Unquestionably, the goal of universal design is to include all students/users/participants, but as we strive for this goal with our best intentions, we would be wise to recognize—and may already feel—the impossibility of creating an environment in which all users function with ease.” This begs the question, how can we alleviate or solve this issue? The chapter does indicate some strategies in which we could attempt to include any alienated audiences, such as the examples of more targeted feedback and outreach strategies as well as direct discussions with these students. However, the text does make an additional note indicating that, as mentioned in the introduction, the human element does in fact come into play here when we’re discussing participation. Sometimes, individuals just won’t want to participate. Obviously, it would be beneficial for both the instructor and the student(s) to have everyone participating, however, we as instructors need to understand that, in many cases, it would be difficult to reach all audiences. 

 

What does this mean for us as instructors? Personally, I believe this insight allows us to open more collaborative and open dialogues with our students. Considering the fact that feedback is such a valuable tool, encouraging your students to provide their input or structuring activities that task your students with discussing course activities and policies will prove to be extremely important when it comes to facilitating course participation. If we find your class struggling with participation and engagement, it may be time to step back and ask our students what they think, as opposed to us instructors trying to think about what our students would like without us asking their input.