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 provides a collection of vetted activities that will assist instructors and students in developing group cohesion, thoughtful engagement, and reflective responses to challenging material. The activities are divided into four types: Icebreakers, Group Maintenance, Dialogue Starters, and Reflection. The activities are designed to help instructors and students build an inclusive classroom.
This page provides a collection of icebreakers, which are quick, low-stakes activities that encourage students to become more familiar with their peers. Frequent use of icebreakers on a daily or weekly basis can assist in building community among students. Additionally, having all students participate at the beginning of each class can positively impact overall participation in classroom discussion. Some icebreakers include Blanket Barrier, Sun & Moon, and Zip Zap Zoom.
In this activity, the class sits in a circle while the facilitator poses a discussion question. A ball of yarn, twine, or string is passed to each person who speaks. After a participant speaks, they hold on to part of the string and pass the ball to the next speaker. By the end of the discussion, the string will form a web between the students. This can be used as an icebreaker activity with a low-stakes question like “what is your favorite hobby?” or to track the discussion of more course-centric topics. The web in this activity represents the students’ collective understanding of the topic that is derived through the sharing of everyone’s perspectives.