What is Inclusive Teaching?

“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.” (University of Michigan Center for Research on Teaching and Learning, 2016)

Why is Inclusive Teaching Necessary?

Inclusive teaching practices maximize student learning outcomes for all students (Clayton-Pedersen & Clayton-Pedersen, 2007)
Creating an inclusive learning environment benefits all students, and particularly marginalized and underrepresented students (Ambrose, Bridge, DiPietro, Lovett, & Norman, 2010).
An inclusive learning environment prepares students to enter a diverse global workforce (Williams, Berger, & McClendon, 2005; Danowitz & Tuitt, 2011)
Inclusive teaching practices foster equity by ensuring all students feel empowered in the classroom (Tuitt, Haynes, & Stewart, 2016)

The framework for inclusive excellence that CELT has drawn from was developed by Salazar, Norton and Tuitt, 2010 (PDF).

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