The tone of an inclusive classroom can be communicated even before the course begins. This section offers strategies that may be useful in the planning stages, as instructors incorporate inclusive practices into the syllabus, plan course content, and structure classroom interactions.
This page offers inclusive language that instructors may adopt and adapt for their own syllabi, such as sample syllabus sections and examples of discussion guidelines. Some sample syllabus sections that promote inclusivity include Religious/Cultural Observance and Student Mental Health and Well-being. Additionally, the discussion guidelines can be used to communicate expectations to students on how to approach material and one another in the classroom. This page demonstrates how inclusive pedagogical practices can be implemented in syllabus construction.
The Inventory of Inclusive Teaching Strategies has 50 concrete strategies to help instructors build an inclusive classroom. The Inventory has four course components: student-instructor interaction, student-student interaction, content, and instructional practices. Instructors can use this resource to reflect on their classroom practices and decide which strategies they would like to implement.
This page details five general practices for building inclusivity in the classroom, from syllabus design to interpersonal interactions. The five general practices are: (1) Establish clear expectations and goals for classroom interactions, (2) Build rapport and community in your class, (3) Model inclusive language that acknowledges student difference, (4) Help students develop awareness of multiple visible and invisible identities in the classroom, and (5) Address tensions or problematic patterns of interaction. Each practice has specific steps outlined below.