Learning environment

How do I create a welcoming, engaging, and inclusive learning environment?

These strategies, intended to foster an environment conducive to learning, address the collective responsibility of instructors and students in creating such a learning environment, as well as beginning-of-term “welcome” strategies.

In this article:

Beginning-of-term introduction cards

Instructions

• Explain to students that you are keen to learn about their interest in the topic and prior experience with it so you can better link your teaching approach to the make-up of the current student cohort.

• Give students blank index cards or create your own cards on half-size pieces of paper and provide the prompts shown in the sample card below. myCourses provides a class list with photos and students’ preferred name, so you might opt not to ask for these items.

• Distribute the cards at the first class following the add/drop period and ask students to return a completed copy at the next class.

• Collect all completed cards and consolidate the responses.

• Consider explaining how the course content relates to students’ various interests and plans.

(This activity can also be done virtually in myCourses.)

Sample card

Open

Adapted from Prof. Chantal Westgate, Desautels Faculty of Management

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Mutually agreed upon classroom guidelines

Instructions

• At the beginning of term, introduce the concept of classroom guidelines and provide a rationale for them: they can foster a positive learning environment. Emphasize that both students and you are responsible for holding one another accountable to the guidelines.

• Provide a list of norms as a starting point for discussion (see examples below).

• Give students 5 minutes to reflect on guiding questions such as:

  • Which norms would you like to keep? Why?

  • Which would you like to change? Why?

  • What norms, if any, would you like to add? Why?

• Break students into groups of three or four. Invite them to revise the guidelines and write their suggestions on paper (or in shared Word document in OneDrive). Allot a specific amount of time (e.g., 10 minutes) for this activity.

• Collect the papers. Synthesize all group norms to form a first draft of the classroom guidelines. Synthesizing can be done in class with the students or on your own for discussion with students during the next class.

• Once the first draft is complete, open the guidelines for discussion and work toward a second draft.

• Post the guidelines to myCourses.

• Throughout the term, refer frequently to the guidelines. Update them during the term if appropriate.

Example classroom guidelines

All students in this class, including Professor X, are expected to uphold the following norms, which have been discussed and agreed upon by the class.

• Treat each other with respect.

• Contribute to the class in the form you feel most comfortable (e.g., orally, in writing). Contributing is everyone’s responsibility.

• Listen carefully while another person is speaking.

• Respect all members’ right to speak and share their thoughts – one member should not dominate discussion.

• Direct responses to arguments, opinions, and ideas, not the individual stating them.

• Ask questions at any time, but first raise your hand.

• Begin class on time and end on time.

• Take a moment to step out of the classroom discreetly without explanation at any time if you need to.

• Use mobile phones for emergency situations only and do so outside the classroom.

Learning may look different for each student, so when students don’t follow a guideline, it may be because they are engaging in a different way. Consider asking students if the guidelines are still fostering a positive learning environment for them or if any guidelines needed to be added or changed. You might ask students to contact you directly with their feedback if they don’t feel comfortable sharing it with the class. 

Read more

Guidelines for the Use of Mobile Computing and Communications Devices in Classes at McGill

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Pre-course survey

Instructions

1. Before the start of term, survey* students to gather information that can help you support their learning. For instance, ask about preferred name and pronouns, barriers they anticipate to learning, and suggestions for promoting a positive learning experience. You might also ask them to read the course outline and share questions that arise.

2. Explain to students why you are inviting them to share this information and how you will use it.  

3. Incorporate this information into your course planning and implementation. 

Variation

• Circulate the survey early in the term.  

• Explain to students specifically how you have taken their responses into consideration in your teaching so that students can see the impact of their responses. 

(Strategy drawn from instructor responses to McGill’s March 2021 Remote Teaching Survey)

*Conduct the survey either (1) using Microsoft Forms and sending it to students via email using the Classlist, or (2) using the myCourses Survey tool (be sure to adjust the myCourses start date so students can access the survey before the start of term).

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Welcome email

Before the first day of class, greet students, convey important information about the course, and set a positive and welcoming tone for the term. Foster a sense of community by telling students something about yourself and inviting them to do the same.

Instructions

Use this template as a guide and modify it to fit your own style and voice.

Subject line

Address students by their preferred first name using replacement strings in myCourses.*

Introduce yourself as the instructor and provide the course date and location. As well, convey any preliminary thoughts that set the tone.

Provide background information, such as your experience with the course content and areas of academic expertise. Consider explaining how you are personally connected to the course material.

 Describe your goals for the class and your plans to communicate how students might achieve them.

 Describe the class experience and learning environment so that students might understand how the classroom should function as a community.

 Close the email with a welcoming message.

To ensure that students who register for your course during the add/drop period also see the email, post it as an Announcement in myCourses.

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Read more

Hermann, A.D., & Foster, D.A. (2008). Fostering approachability and classroom participation during the first day of class. Active Learning in Higher Education, 9(2), pp. 139-151.

Learning Management Systems: A tool for supporting sound pedagogy (Teaching for Learning blog; see the section on Rapport building.)

Legg, A. M., & Wilson, J. H. (2009). E-mail from professor enhances student motivation and attitudes. Teaching of Psychology, 36(3), 205-211.

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