Tools and Resources

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Creating an Identity Safe Classroom - University of Michigan

This webpage includes suggestions that will help faculty to create a safe classroom environments in which all students, regardless of identity, will feel welcomed. The page includes suggestions for how to create inclusive classrooms from diverse classrooms.

Michigan State University, Inclusive Teaching Resources

This page lists resources that can help faculty create inclusive classrooms. Resources are related to diversity and inclusivity.

Inclusive Teaching References and Citations

List of references and citations for creating inclusive courses and classrooms; and in support of teaching diverse students.

Inclusive Teaching Resources (websites, videos)

Links to websites about microagressions, stereotype threat, implicit attitudes (hidden biases), teaching for diversity, teaching in multicultural classrooms, diversity resources. URLs for videos about how microaggresions feel to recipients, reverse-microaggressions on white people (helps some white people understand microaggressions better)

Hot Moments in the Classroom

We use this handout in our inclusive teaching workshop. It is adapted from “Managing Hot Moments in the Classroom” by Lee Warren at Harvard's Derek Bok Center for Teaching and Learning. It includes suggestions about how to manage difficult conversations by planning before the course as well ideas for what to do during the course ("in the moment").

Promoting Supportive Academic Environments for Faculty with Mental Illnesses

Promoting Supportive Academic Environments for Faculty with Mental Illnesses: Resource Guide and Suggestions for Practice. This guide focuses on ways to make college and university campuses more accessible for faculty with mental disabilities. It provides concrete suggestions for creating a “culture of access” by offering effective strategies for promoting inclusive language, managing accommodations, and revising policies around recruitment, hiring, and leaves of absence. The guide provides a review research on the experiences of academic faculty with mental illnesses and recommendations for academic administrators and colleagues to promote a more welcoming work environment in higher education.

Inclusive Teaching and Learning in Higher Education--Synthesis of Research 2010

Professor Christine Hockings (UK), April 2010
Inclusive learning and teaching in higher education refers to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others.
This publication includes summaries of key research on how inclusion practices impact students' learning, identities, and belonging.

Creating Inclusive Courses_Practical Advice for Faculty

Inclusive Teaching. This document includes the slides and handouts used in Linse & Weinstein's workshop introducing faculty to specific actions that they can take immediately to make their courses more inclusive. Based on our experience, it is best to provide the Strategies early in the workshop because it addresses faculty members' primary concern--what to do! By addressing faculty needs first, we have found it allows us to have richer discussions about the two most intractable issues to creating inclusive learning environments, Microaggressions and Stereotype Threat.

Designing Courses for Inclusion

This is a short article written by Chris Gamrat, Penn State faculty member in IST, about Inclusive Teaching and Course Design. It appeared in Educause Review on February 6, 2020. Faculty and instructional designers can employ a number of strategies to create courses and learning environments where students feel welcome and connected. Determining how best to incorporate Diversity, Equity, and Inclusion (DEI) into course design and teaching can feel overwhelming. Gamrat created a list of considerations for instructional designers and faculty to help create courses for a spectrum of students who are, or become, minoritized or marginalized at our instituions and in our online courses. I hope that these recommendations and examples offer faculty and instructional designers a new perspective on student needs and strategies for creating a caring learning environment.

Inclusive Teaching Strategies

This list of inclusive teaching strategies was created as part of the Schreyer Institute's Creating Inclusive Courses workshop. The workshop activity is also available in this repository. The list was compiled over many years and is intended to help instructors recognize what they might already be doing to demonstrate that all students are welcome contributors to the course learning community. This is not a "checklist." Creating inclusive course environments requires sincerity, intentionality, and reflection, not simply enacting a list of strategies. These strategies are most effective when combined with other efforts such as critical self-reflection reflection, learning about antiracist pedagogies, and taking steps to decolonize our classrooms.

Inclusive Teaching Strategies Workshop Activity

This is a workshop activity used in our Inclusive Courses workshop. It is intended to help instructors to recognize the wide range of things that they currently do, or can do, to demonstrate to students that each has unique contributions to make in the course learning community.

Taking ACTION Framework (Souza)

Tasha Souza developed this communication framework as an interactive response so that instructors can have response strategies they can activate in critical moments to maintain inclusive teaching environments. Having language/phrases that we can see ourselves use, can be a critical step in our immediate responses to microaggression and an important action to take to support those who have been targeted by a microaggression.

Inclusive First Day of Class

Creating a sense of belonging is critical for student learning and setting the tone for an inclusive classroom begins on, or even before, the first day of class. This handout provides sample questions for a questionnaire you can use to get to know students, a few considerations for your own introduction as an instructor, and suggestions for introducing your course.

Inclusive on the First Day.pdf

Designing Inclusive Learning with Who's In Class? Survey

Designing Inclusive Learning with Who's In Class? Survey - UniqueID = b7411a42-6e4e-ee11-850b-00155d5c190f