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Inclusive Teaching Strategies
In any discipline or field, a key goal as well as challenge is supporting the learning of all students despite their many differences. 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.
Creating Inclusive Classrooms: This CRLT paper discusses the range of elements that contribute to an inclusive classroom learning environment.
Framework and Strategies for Inclusive Teaching: This pdf provides specific strategies for fostering four dimensions of inclusive teaching.
Our blog regularly features posts on specific inclusive teaching strategies. Topics include:
- Creating an 'identity-safe' classroom, where student academic and social backgrounds do not become obstacles to learning
- Using student groups in ways that support everyone's contributions
- Facilitating conversations about challenging subjects in ways that invite all perspectives
- Using student pairs for peer instruction
Our website also features videos featuring U-M Thurnau Professors putting various inclusive teaching strategies into action.
Resources from around the web:
Key teaching strategies to engage students from a range of academic or social backgrounds
- Interactive Lecturing
- A Framework for Creating Success for All Students
- Benefits of Inclusive Teaching
- Rapport on the First Day of Class
- Creating a Safe Classroom
Reflective Strategies for Faculty
Information on course planning
For specific contexts
- Facilitating Cross-cultural Group Work
- Teaching International Students
- Teaching Students with Disabilities
CRLT Occasional Papers:
- Student Teams in Engineering Classroom and Beyond: Setting up Students for Success
- Teaching for Retention in Science, Engineering, adn Math Disciplines: A Guide for Faculty
Academic Support for Women in Science and Engineering
Women continue to be underrepresented in a number of science and engineering disciplines. This paper describes factors that have been found to influence the learning and persistence of undergraduate women in science and engineering. Suggestions are offered for how faculty members can improve the academic environment to create a more positive learning climate for all students.
Perceptions of Faculty Behavior by Students of Color
This paper reports the findings of a series of 15 focus groups with undergraduate students of color in which participants were asked to describe positive as well as uncomfortable interactions they had with majority group instructors. Suggestions for how faculty members can address students’ concerns are offered.