This month, our committee members reflect on how they create classroom environments where students feel comfortable participating, regardless of what that may look like. Members of the GSTA reflect on a challenge they have faced with participation in the classroom, the strategies that they use to increase student participation in the classroom environment, and what they have learned about student engagement.

Chair: Ashmita Mazumder (she/her), University of Toronto - Scarborough:

One challenge I have faced when leading classes or tutorials is that some students are eager to speak immediately, while others are more hesitant to contribute publicly. This hesitation does not always reflect disengagement; many students are actively thinking, processing, or may feel more comfortable participating in less visible ways. I have learned that equating participation only with speaking aloud can unintentionally exclude students with different communication styles, levels of confidence, or  cultural backgrounds. To create a more inclusive classroom environment, I use a variety of participation strategies. I often begin with low-pressure reflection questions or short written responses before opening discussion, which gives students time to gather their thoughts. I also use small-group or pair discussions so students can test ideas in a more comfortable setting before sharing with the larger class. When discussing topics such as bias-free language or media representation, I establish clear expectations for respectful dialogue and remind students that curiosity, thoughtful disagreement, and asking questions are all valuable forms of engagement. I also try to recognize participation in multiple forms: contributing verbally, engaging in chat discussions, asking thoughtful questions after class, or demonstrating active listening through strong follow-up comments. By broadening what participation can look like, I have seen more students feel comfortable contributing in ways that feel authentic to them. What I have learned most is that student engagement grows when students feel psychologically safe, respected, and given multiple pathways to participate. Creating that environment requires flexibility and intentionality, but it leads to richer discussions and a stronger sense of community in the classroom.

Mel Ceren (she/her), CUNY Graduate Center:

I have found that supporting students with disabilities presents unique challenges, particularly within the constraints of a virtual environment. It is often difficult to determine if platforms like Zoom can truly accommodate diverse learning strategies or if the digital medium itself creates barriers to meaningful participation. In contrast, in-person instruction allows for a level of interaction and sensory engagement that is vital for accessible education.

My instructor experiences at the Queens Botanical Garden have really reinforced these observations. While working alongside my colleagues, I have seen firsthand how District 75 school groups and other students with disabilities engage with the world across various developmental stages. Because these students communicate in such diverse ways, it is beautiful to watch my colleagues lean into sensory-based learning rather than traditional methods. By building empathetic connections and truly listening to how each student prefers to learn, they create an inclusive space where every individual is supported.

Romeo Penheiro, University of Houston:

One challenge I have encountered in asynchronous online teaching is encouraging meaningful participation among college students when there is no shared live classroom space. In this format, discussion boards can easily become a box-checking exercise unless students are given clear structure and a meaningful reason to engage. To address this, I use discussion-based course credit in which students are required to respond to a specific number of peers and follow a rubric that defines what counts as a thoughtful contribution. These discussions are often connected to problem-based module exercises that ask students to apply course concepts and reflect on the material. I have found that clear expectations reduce uncertainty, while applied prompts help students move beyond surface-level comments. This has taught me that participation does not always have to look like speaking up in class. In asynchronous courses, engagement can also appear through careful reflection, respectful peer dialogue, and students’ ability to connect course concepts to real-world problems.

Elizabeth Taylor (she/ her), Virginia Commonwealth University:

While giving a guest lecture via Zoom recently, I had difficulty engaging students. I anticipated that participation and engagement would be low, as it was during the middle of midterm exams for many students, and it is already tough to engage students through online learning platforms. Thus, I utilized several strategies to offer multiple modalities to increase engagement, allowing students to participate in ways that felt feasible for them based on their comfort levels. Throughout my guest lecture, I utilized four varying methods for engaging students: a) using a website that allowed students to enter key words or phrases to create a word cloud, b) providing students with a journal prompt and allowing them time to work on this prompt on their own during class, c) creating an interactive activity and utilizing Zoom breakout rooms for students to discuss, and d) including breaks throughout the lecture to pause and answer student questions in the moment. While I did not receive many questions out loud, it seemed that many students participated in at least one of the above opportunities for engagement. From this experience, I have learned that it can be useful to offer a variety of modalities for students to participate, to model and embrace inclusivity in the classroom. Engagement can look different across settings and does not always require extensive discussion from students. Allowing students to engage in ways that they feel comfortable to them can foster a safe and supportive learning environment for all students.

Mackenzie Devaney, University of Minnesota- Twin Cities:

To encourage participation among students, I have students engage in icebreaker activities throughout the first month of the semester, such as two truths and a lie or a rock, paper, scissor tournament. This allows students to get to know their peers and become more comfortable with each other. Additionally, I include getting to know your instructor slides about myself to get students comfortable with me as well. Throughout the semester, I allow students to participate in a variety of ways including answering or asking questions both verbally or in writing and having discussion in pairs, groups, or the entire class. Some students will always participate more than others but I try to offer multiple ways for students to participate in class. I also provide opportunities for students to participate anonymously throughout the semester including asking questions or feedback they have about how the course is going.