3.3 Structured Flexibility as a Tool for Inclusive and Equitable Pedagogy

Jessica Dere, Associate Professor, Teaching Stream, Psychology,Ashmita Mazumder, PhD student, Psychology, University of Toronto Scarborough Campus

Student-centered approaches are an integral part of inclusive and equitable pedagogies. At the same time, promoting flexibility, sustained engagement, and student participation alongside considerations of assessment integrity, fairness, and workload is often daunting. Balancing these factors in the context of a Credit/No Credit (CR/NCR) course raises unique challenges and opportunities. Without traditional grade incentives, how can we ensure students remain engaged? In this roundtable discussion, we will share insights into how an approach of structured flexibility - including scaffolded assignments, flexible grading structures, and student-driven engagement models - can be harnessed as a tool in CR/NCR courses, with lessons for diverse teaching contexts. We will discuss our implementation of this approach in a novel breadth course titled Psychology in Context, a new second-year course at UTSC. Our approach provides multiple pathways to success, allowing students to choose how they engage with assignments while ensuring they meet clear learning objectives. Within a CR/NCR framework, this model helps maintain student motivation and participation while also fostering equity and access. The session will begin with a brief presentation outlining the opportunities and challenges of designing a CR/NCR course, highlighting how these strategies can be applied to sustain participation throughout the term. We will share insights on how this approach was developed, implemented, and refined using a students-as-partners and equity-focused model. Participants will then engage in a facilitated discussion on the trade-offs, challenges, and lessons that extend beyond CR/NCR courses, including the value of student agency and inclusive assessment models. Attendees will leave with practical strategies for leveragingCR/NCR courses effectively while also considering how these approaches can enhance engagement in traditionally graded courses.