Inclusive Teaching

In any discipline or field, a key goal as well as challenge is supporting the learning of all students. Through programs, consultations, and resources, CRLT supports teachers in creating learning environments where students of all identities and backgrounds can flourish. This page features a range of online resources that define inclusive teaching and provide specific strategies for practicing it.

Overview of Inclusive Teaching at the University of Michigan: This webpage provides a definition and overview of inclusive teaching and its research basis.

University of Michigan Student Profiles (pdf): This document provides profiles of U-M's incoming students compared to other highly-selective institutions over time. This data can help instructors understand more about U-M students' background knowledge, experience, and goals; prompt instructors to reflect on their own assumptions about students; and facilitate the cultivation of deliberately inclusive classrooms. 

U of M Undergraduates, Responses to Diversity Issues & General Student Experiences (pdf): This document provides data about University of Michigan seniors'  perspectives of diversity on campus according to ethnicity.  Read more »

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Shari Saunders and Diana Kardia (1997)
Center for Research on Learning and Teaching


Inclusive classrooms are classrooms in which instructors and students work together to create and sustain an environment in which everyone feels safe, supported, and encouraged to express her or his views and concerns. In these classrooms, the content is explicitly viewed from the multiple perspectives and varied experiences of a range of groups. Content is presented in a manner that reduces all students' experiences of marginalization and, wherever possible, helps students understand that individuals' experiences, values, and perspectives influence how they construct knowledge in any field or discipline. Instructors in inclusive classrooms use a variety of teaching methods in order to facilitate the academic achievement of all students. Inclusive classrooms are places in which thoughtfulness, mutual respect, and academic excellence are valued and promoted. When graduate student instructors (GSIs) are successful in creating inclusive classrooms, this makes great strides towards realizing the University of Michigan's commitment to teaching and to diversity and excellence in practice.

In an inclusive classroom, instructors attempt to be responsive to students on both an individual and a cultural level. Broadly speaking, the inclusiveness of a classroom will depend upon the kinds of interactions that occur between and among you and the students in the classroom. These interactions are influenced by: Read more »

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See also: Information from the Office of the General Counsel; Faculty Handbook (SSD)

 

To Be Inclusive: Include a Statement in the Syllabus

  • Include in the course syllabus a statement asking students with disabilities to meet to arrange accommodations.  (Using a standard statement on the syllabus will both protect student privacy and affirm your policy.) 

    Sample Statement endorsed by SACUA

    If you think you need an accommodation for a disability, please let me know at your earliest convenience. Some aspects of this course, the assignments, the in-class activities, and the way the course is usually taught may be modified to facilitate your participation and progress. As soon as you make me aware of your needs, we can work with the Office of Services for Students with Disabilities (SSD) to help us determine appropriate academic accommodations. SSD (734-763-3000;
    ssd.umich.edu/) typically recommends accommodations through a Verified Individualized Services and Accommodations (VISA) form. Any information you provide is private and confidential and will be treated as such.

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