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At all levels, from individual instructors to the upper administration, the University of Michigan has stated a commitment to inclusive teaching.  What does “inclusive teaching” mean at U-M? CRLT uses the following definition, which synthesizes a range of research related to teaching and learning as well as ideas collected in faculty focus groups:

Inclusive teaching involves deliberately cultivating a learning environment where all students are treated equitably, have equal access to learning, and feel welcome, valued, and supported in their learning. Such teaching attends to social identities and seeks to change the ways systemic inequities shape dynamics in teaching-learning spaces, affect individuals’ experiences of those spaces, and influence course and curriculum design.

Some key aspects of this definition to note:  1. This definition is relevant in every discipline, whatever your content. 2. Inclusive teaching requires intentional practice over time. As one participant in a CRLT faculty workshop stated, “Teaching inclusively is a mindset. You can’t think about it once and be done.” 3. Inclusive teaching does not describe any particular pedagogical approach but names a foundational intention that shapes your approach, whether you are lecturing, leading discussion, holding office hours, or facilitating team-based learning. Read more »

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internationalizing the curriculum graphic

Research on teamwork in professional contexts illuminates the issues that arise for students as well. Challenges often arise from sources other than differences of language or classroom experience; they can come from different views of organizations, hierarchy, decision-making, and -- perhaps most important -- expressing agreement or disagreement.  Whether students see these differences as being individual or cultural may be less important than helping them identify differences and work through them.  Read more »

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In any discipline or field, a key goal as well as challenge is supporting the learning of all students. 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.

Overview of Inclusive Teaching at the University of Michigan: This webpage provides a defintion and overview of inclusive teaching and its research basis.

Framework and Strategies for Inclusive Teaching: This document lists specific strategies for fostering four dimensions of inclusive teaching. Instructors can use it to reflect upon practices they already use or might adopt.

The Research Basis for Inclusive Teaching: This webpage provides an overview of the kinds of evidence that demonstrate inclusive teaching practices can benefit all students' learning.

Setting the Tone for Inclusion: This document suggests concrete practices for intentionally establishing an inclusive learning environment in any discipline. Read more »

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