Inclusive Teaching

Screen capture image of Wolverine Access interface for designating pronouns University of Michigan students identify across a full spectrum of gender identities and gender expressions.  As instructors, how can we cultivate gender-inclusive teaching and learning environments -- that is, environments that invite the full participation of students of all gender identities and respond to the harmful impact of gender stereotyping and misgendering on student learning?  

Instructors in any discipline can promote gender inclusivity in their courses by trying out some or all of the strategies below. This list is not exhaustive and represents just some of the many intentional practices you might incorporate into your curriculum, policies, classroom facilitation, and interactions with students.  Read more »

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What does ‘transparency’ mean in a teaching-learning context, and why is it a key principle featured in many CRLT workshops and resources about inclusive teaching? Many different students walking across the University of Michigan campus At its simplest, transparency means clearly communicating with students about course expectations and norms. As outlined below, such transparency can lead to more equitable learning experiences. That’s why transparency is the focus for this year’s Inclusive Teaching @ Michigan May workshop series. (Registration available here; for more details about both transparency and the May series, read on.)

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We wish we did not have so many occasions to provide guidance to instructors on teaching in the wake of hate-based violence. As our campus processes the news coming out of New Zealand today, we offer this slight update of a blog from October.

In the wake of the massacre of worshippers at New Zealand mosques, many people in our communityPeople hold candles as they gather for a vigil in the aftermath of a deadly shooting at the Tree of Life Congregation, in the Squirrel Hill neighborhood of Pittsburgh, Saturday, Oct. 27, 2018. are feeling threatened and terrorized, grieving deeply, experiencing intense anger, or fighting a sense of despair at a swelling of hatred and violence in our world. These emotions enter our classrooms, studios, and labs, and they can understandably and significantly affect students’ ability to focus on their learning and work with peers in intellectual community.

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The Diversity and Inclusive Teaching (DIT) Seminar is co-developed by the Center for Research on Learning and Teaching (CRLT) and The Program on Intergroup Relations (IGR), with support from Rackham Graduate School and IGR. In this five-week seminar participants have the opportunity to learn about and practice a range of effective facilitation strategies for use in U-M's classrooms. We will focus on pedagogical techniques that productively engage instructor and student identities and experiences in the learning process, as well as balance different voices and views. We will also discuss strategies for managing resistance and conflict in the classroom.

Seminar objectives

This seminar will survey a broad range of diversity and identity-related issues that present themselves in classrooms and other learning environments. The curriculum over the five weeks will explore how social identities and diversity impact student and instructor experiences. The seminar will explore issues related to:

  • the relationship between instructor identity and inclusive teaching

  • balancing power and participation in the classroom

  • strategies for working through potential “hot moments” and conflict

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US flag in the Diag

*updated November 7, 2018

During U-M's Veterans Week, it's a good time to reflect on the needs of our students who have served in the military. Did you know that record numbers of veterans are enrolling in U.S. colleges and universities--and many of them are here on U-M's campuses? Since January 2014, the university's tuition policy has allowed students who have served in the military to qualify for in-state tuition. If you teach at U-M, odds are good you've had or will have student veterans in your classroom.

How might your awareness of veterans in the classroom make a difference in your teaching? The research on student veterans suggests several strategies and cautions for teaching inclusively with veterans in mind. Here are a few: Read more »

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