Enhancing Inclusive Teaching Measurement: The Development of the Power-Sharing Practices Checklist

Abstract

Inclusive teaching has become one of the most frequently written about topics in the Scholarship of Teaching and Learning and Educational Development. However, the field’s advancement is limited by an overreliance on faculty perspectives, affective student measurement, and a lack of measurement tools for specific instructor behaviors that promote inclusion. The present study took a multi-step, mixed-methods approach to the initial development of a power-sharing practices checklist. The authors created the initial items based on the examination of the literature and focus groups with both faculty and students. The checklist was administered to 276 students and 32 instructors. Results demonstrate initial reliability and validity of the checklist and its relationship to college persistence, university belonging, intrinsic motivation, and professor-student rapport. Students and faculty differed on their perceptions of power-sharing in the classroom, suggesting that faculty attitudes are not always translating to the student experience. Implications for educational developers working to support inclusive pedagogy are provided.