Browning Neddeau Liberal Studies

Diversity & Inclusiveness Service learning, general education, Senior Capstone, and the various other courses that students have the opportunity to explore at California State University, Monterey Bay (CSUMB) have one silent similarity that all instructors must consider in their classroom environment: diversity. Diversity can be noted in the course curriculum, pedagogical methods to deliver the course content, and in the students served. Students come to courses with a variety of perspectives and experiences. Diversity also exists in the classroom space that the instructor is assigned to hold class. All of these aspects of diversity are important to consider in creating an inclusive learning environment that meets the learning needs of the students we serve. Diversity and inclusiveness are important to me for many reasons. One reason that diversity is important to me is because it gives voice to multiple perspectives. Likewise, inclusiveness can make your perspective richer and it can provide you with a different solution to a situation. It is the disregard of diversity and inclusiveness that creates a narrowed curriculum that does not reflect the society in which we live. However, diversity may not raise its hand, come to office hours, or consult with classmates. Diversity may sit silently in the classroom, yet it is something that will not miss a class session. Some may consider diversity part of a hidden curriculum or managed curriculum, but I argue that diversity is not hidden as much as it is silently trying to figure out its value. My aim is to share an instructional strategy that has worked for me in embracing the silent similarity in the courses I teach. An instructional strategy that I use takes absolutely zero talent and is easily integrated into any course. According to my anecdotal experiences, it also yields positive results. In past semesters, students requested multiple uses of the instructional strategy. In one word, breathe. Start the class in silence, take a deep breath together (and then another breath if it feels right), then start the class. In a moment of stress, anxiety, lack of focus, tiredness—all of which our students may exhibit—taking a moment to breathe as an entire class welcomes all students into a shared space and acknowledges the silent similarity in, ironically, silence. With the use of this simple instructional strategy, students report feeling more relaxed, willing to participate, and present. In past semesters, students reported that they enjoyed the first moments in class where we would share in a breath to recognize our shared space. Instead of jumping right into the rigorous curriculum, consider taking just a moment to acknowledge the space in which you share with your students using this simple and straightforward strategy.