Inclusive Teaching - creating a inclusive teaching and learning environment - to me represents a reflective process rather than a list of pedagogical approaches or strategies. Taken in isolation, any pedagogical strategy may not seem inclusive, however, in context may bring an essential element of inclusion to a course, assignment, or curriculum. Becoming a more inclusive teacher or developing more inclusive teaching and learning environments requires regular reflection of the cultural norms and biases we bring to our teaching, the processes and products of our course design efforts (e.g., syllabi, assignments, other assessments), and the strategies we implement to support student learning. The resources below include a range of materials that encourage reflection across the norms, processes, and strategies we use to design, implement, and assess our courses with a critical eye toward becoming more inclusive. You are also welcome to explore the slides I used for a workshop I facilitated at the Colby College Faculty Regathering, where I used a framework (Inclusion by design Part 1 and Part 2) developed by some of my colleagues at James Madison University.
Carol A. Hurney, Director Colby CTL (August 2017)