In addition to preparing inclusive materials, instructors can prepare themselves with concepts that are likely to have an impact on students’ experience of the learning environment. The topics in this section are chosen to allow instructors to ground themselves in key ideas and to offer specific ways to prepare inclusive materials and classroom discussions.
This resource offers samples of inclusive discussion guidelines. Setting up expectations for discussion with your students at the beginning of the term can be useful in creating an environment conducive to inclusivity, lively discussion, and classroom community building.
This resource guide provides strategies for responding to “hot moments”: the sudden eruption of tension and conflict in classroom discussion.
This collection of activities assists instructors in developing group cohesion, thoughtful engagement, and reflective responses to challenging material.
This Inclusive Teaching resource offers sample language written in an inclusive manner that instructors may adopt and adapt for your own syllabus.
This resource explains stereotype threat, provides a few strategies for counteracting stereotype threat, and directs instructors toward further resources.
The following content and linked resources (found in the resource guide) have been curated as a primer for instructors to better meet the needs of transgender and non-binary students.
The guide offers reflective questions for instructors to explore and suggestions for appropriate ways and forums to work through the personal challenge of anti-oppressive work.
This resource provides language and resources that instructors can include in their syllabus that create a welcoming and supportive environment for students who have experienced gender-based violence and sexual abuse.
The following content and linked resources are a primer to understanding content warnings (sometimes called “content notices” or “trigger warnings”).
This resource is designed to help instructors manage the challenges of difficult classroom dialogue, specifically the way some students block or divert dialogue as a defensive response to perspectives they find uncomfortable or challenging.
