We formed the Listening Project in order to "substantially and sustainably" increase Tufts' capacity for inclusion, especially of students who belong to groups underrepresented in science.
We work to support our fellow instructors in welcoming students to the learning process, by eliciting and engaging with their students' disciplinary thinking.
Listening practice outside of the heat-of-the-moment, and with the help of colleagues from different disciplines, offers several direct benefits for us as instructors:
Listening "live" in the context of a course can benefit our students too. When we make space for students to express their thinking, and when we engage seriously with it, our students can enjoy:
The Listening Project is supported by a grant to Tufts University from the Howard Hughes Medical Institute through the Science Education Program.