When possible and appropriate, address student displays of exclusion and intolerance directly, but use these as educational opportunities. 

Example

• From the example provided in Monash University’s  'Inclusive Education Guidelines: What can I do if a student displays anti-LGBTIQ behaviour in a tertiary environment?' (2019): during a group-based class activity, you hear some students use demeaning language as they proclaim, 'That’s so gay!' A preferable way to respond to this scenario would be to ask the students why they’re using the term 'gay' in such a way, then asking the student to reflect on how the use of the term as a negative might impact LGBTIQ+ people. This addresses the poor behaviour in an educational way, and signals to students who belong to the excluded group that discrimination is not normal or acceptable. 

For more guidance on how to handle poor student behaviour, refer to the Resolution of Unacceptable Behaviour – Conduct and Compliance Policy.

Look for opportunities to integrate learning about, or representation of, Indigenous cultures and traditions into your classes. 

Embed Indigenous knowledges and perspectives in all university curricula to provide students with the knowledge, skills and understandings which form the foundations of Indigenous cultural competency. (Universities Australia, 2011, p.9)

Example

• This could involve using positive examples involving Aboriginal or Torres Strait Islanders, or using works by Indigenous authors or artists when drawing on items from library collections.
• CQUniversity's Great Guide to Indigenisation of the Curriculum is a great resource for tips on how to integrate Aboriginal and Torres Strait Islander epistemologies into your teaching. 

If providing treats (or catering) during classes, tours or events, be aware of dietary requirements and eating restrictions and try to provide alternatives. 

Examples

• Whenever possible, provide gluten-free, dairy-free, nut-free, vegan, halal, kosher alternatives, such as Skittles.

For embedded classes, try to find out ahead of time whether any students will need special accommodations due to disabilities, and plan your class accordingly. 

Examples

• This may involve asking the lecturer or unit coordinator if they are aware of any students with special needs.
   
• Check physical teaching spaces before classes begin, to ensure there are no obstacles that would impede accessibility for students in wheelchairs or with other mobility impairments.
   
• If you have administrative access to the unit's Moodle site, you can generate an AAA (alternative arrangements for assessments) report (Monash only). Although some information will be of limited relevance, it may still indicate whether classroom accommodations need to be made for any students. 
   
• The AAA report will indicate whether a student has a support worker. If so, when using breakout rooms in zoom, ensure that the student and support worker are placed in the same room. This may require manually assigning students to rooms.

Avoid planning classes that assume all students will have their own laptop or mobile device. If your class requires the use of computers, for example, try to make sure there are some available for students who do not have their own laptop. If possible, you could ask students work in groups so that only one device is needed between multiple students. 

Some students may not have access to technology. ... [I treat] the use of technology ... as a facility, instead of an aim. And I've witnessed some people falling into that trap, as treating technology as the main point. – Library staff member

Further information

It can be tempting to assume that all students have a laptop and smartphone on them at all times, but this is not always the case. A student may only have access to a computer at home, or may be using an older laptop or smartphone of limited capacity. And on any given day, a student may be without their device due to technical failure or personal circumstances. High expectations of technology ownership can also create barriers for low-socioeconomic students, who may struggle to afford high-quality devices. Try to factor these considerations in when planning a technology-heavy class. 

Make an effort to listen empathetically to students when they tell you about their experiences. Consider the ways their experiences might differ from your own, and in the process you can gain some valuable insights and adjust your approach so that it’s more inclusive (Walton, 2015). 

Strive to be empathetic and understanding of time-poor students, who may have difficulty making it to class or meeting assignment deadlines. 

Examples

• If a student mentions not having attended class, or not having time to do the required readings, try withholding judgement and understanding the challenges the student might be facing. Such a scenario might also provide an opportunity to discuss time management and efficient reading skills, and coming from a place of empathy, rather than judgement, will likely make the student much more receptive.

Being time poor is a common aspect of the student experience today, but this can be an even greater issue for students from low-SES backgrounds or non-traditional pathways, who may have no choice but to juggle work or family commitments with their studies.