Inclusive Teaching means teaching in ways that do not exclude students, accidentally or intentionally, from opportunities to learn. Inclusive teachers reflect on how they teach, as well as what they teach, in order to engage the wide range of experiences and learning styles their students bring to the classroom.

Communicating clear expectations, using inclusive language, and articulating your commitment to honoring diverse perspectives can all contribute to a more welcoming learning environment. In addition, giving students the opportunity to provide feedback at different times throughout the quarter can also be helpful in assessing how well your inclusive strategies are working.

CIDR Resources

	CIDR Bulletins Inclusive Teaching CIDR Teaching and Learning Bulletin, 5(2) Transforming a Course CIDR Teaching and Learning Bulletin, 2(4) Including Disability as Diversity in Teaching CIDR Teaching and Learning Bulletin, 8(2)
	CIDR Web Guide Inclusive Teaching CIDR has collected resources, examples, insights from faculty, and stories from students in order to help members of the UW teaching community accomplish their goal of teaching more inclusively. To view these materials and related strategies for teaching, see: Perspectives on What Excludes Students Strategies for Inclusive Teaching Inclusive Teaching Resources
	Consult with CIDR CIDR consultants are available to meet with you to discuss diversity and inclusive teaching practices in the context of the classes that you teach. To schedule a consultation, call 206-543-6588, or contact us by email to arrange an appointment.

Building Diversity into Your Teaching Portfolio (pdf)
a resource developed by the Curriculum Transformation Project at the University of Washington

New Scholarly Approaches to Teaching Slavery
UW History Professor Stephanie Camp writes on the "promises and problems of teaching diverse content to a student population that is both diversifying, and not very diverse." This paper was presented at the UW Curriculum Transformation Project Diversity Teaching Workshop on November 14, 2001.

Curriculum Transformation Project at the University of Washington

• Identifying Diversity Learning Objectives
• Charge from the President, Provost, and Faculty Senate
• Guidelines for Departments
• Examples of Department Plans

Achieving Gender Equity in Science Classrooms: A Guide for Faculty
Published by the Office of the Dean of the College at Brown University (1996)

Classroom Management Tools
from the Arizona State University Intergroup Relations Center, including groundrules for dialogue, conflict de-escalation strategies, addressing disruptive behavior, generating constructive dialogue.

Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender
from Tools for Teaching, by Barbara Gross Davis, University of California, Berkeley

Diversity in the College Classroom
from Teaching for Inclusion, an on-line publication of the University of North Carolina at Chapel Hill (1998)

Diversity Toolkit
from the Center for Teaching and Learning Services at the University of Minnesota, including sections on Suggested Responses to Negative Discrimination, Cultural / Ethnic Disparity in Advising, and Mentoring

Encouraging Students in a Racially Diverse Classroom
from the Derek Bok Center for Teaching and Learning at Harvard University

Enriching Science through Diversity
by Margaret Asirvatham, University of Colorado at Boulder

Is Diversity Relevant to What I Teach?
a Faculty Forum from Diversity Digest featuring comments from faculty members in Business, Mathematics, Biology, and Engineering

Multicultural Occasional Papers
from the Center for Research on Learning and Teaching at the University of Michigan, including Creating Inclusive College Classrooms and Perceptions of Faculty by Students of Color (pdf)

Promising Practices on the Topic of Diversity
collected from universities and other institutions across North America as part of the Re-envisioning the Ph.D. project.