Inclusive Teaching

Perceptions of Faculty Behavior By Students of Color (pdf)

Undergraduate Women in Science and Engineering: Providing Academic Support (pdf)

Student Learning Styles and Their Implications for Teaching (pdf)

The Effect of Student Diversity on Student Learning at the University of Michigan: Faculty and GSI Perspectives (pdf)

Making Accommodations For Students with Disabilities: A Guide for Faculty and Graduate Student Instructors (pdf)

Creating Inclusive College Classrooms

"Creating Inclusive College Classrooms," written by Shari Saunders and Diana Kardia at CRLT, is a chapter that provides guidance on ways instructors can create a supportive learning environment for students. From A Guidebook for University of Michigan Graduate Student Instructors.

AACU/University of Maryland Diversity Web
http://www.diversityweb.org

University of Colorado at Boulder
http://www.colorado.edu/ftep/publications/diversity.html

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Laura L.B. Border and Nancy Van Note Chism,
Editors New Directions in Teaching and Learning, 1992, Volume 49

Adams, M. Cultural Inclusion in the American College Classroom.

The traditional college classroom has a distinct culture that often constrains the success of students from other cultural backgrounds. Traditional culture has remained unnoticed becau se the mismatch with student's culture is never identified, and there is a general absence of conscious cultural identity among European American students. The call for multiculturalism depends on faculty's acceptance and implementation, but it is difficu lt for faculty to see beyond their own acculturation. A college teacher's explicit and ongoing attention to the cultural assumptions behind many aspects of classroom teaching will facilitate the learning process for students from all cultural traditions. This does not necessarily mean dismantling of traditional teaching; rather, teachers could incorporate flexible, alternative teaching modes in order to engage the broad range of diverse, cultural derived orientations to learning.

Anderson, J.; Adams, M. Acknowledging the Learning Styles of Diverse Student Populations: Implications for Instructional Design. Read more »