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EMBRACING DIVERSITY
At New England Tech and Rhode Island School of Design, I had the opportunity to teach diverse groups of students, and I valued the dynamics that diversity brought to the classroom.
From 2013 to 2021, I taught “Popular Culture and Mass Media.” Its topics included fashion, entertainment, technology, education, marketing, and health care, and they helped me understand the culture, values, and interests of each student.
Q: Who are the diverse learners in my courses?
My students included adult and returning students (ages 30+), international students, and students with physical disabilities or cognitive considerations.
Q: What do they bring to the classroom?
Adult and returning students brought invaluable real-world experience, and I encouraged them to share it so our discussions had practical relevance. Some needed extra time with newer tools, but their persistence and willingness to ask questions meant they consistently kept pace. International students broadened the class’s often US-centric perspective. In the first week, I reviewed every topic on the syllabus and invited students to talk with me privately if any subject conflicted with their values.
Q: What do I provide to accommodate their needs?
When a student had physical or cognitive challenges, I met with advisers and support staff to set the right accommodations. These included extra time on assignments, quizzes, and exams, and cooperative, team-based projects that shared responsibilities.
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