http://www.wku.edu/teaching/db/quotes/

Best Practices in the Creation of Inclusive Classrooms: Teaching Tips for Undergraduate Instruction

Links to the most frequently cited resources from institutions across the nation.

Inclusive Classrooms

Harvard University, Derek Bok Center for Teaching and Learning

• Lee Warren, "Managing Hot Moments in the Classroom"
• "Sensitivity to Women in the Contemporary Classroom"
• Catherine G. Krupnick, "Women and Men in the Classroom: Inequality and Its Remedies"

Indiana University, Office of Instructional Consulting (http://www.indiana.edu/%7Eicy/index.html ).

Permission to use “Diversity/Inclusive Teaching Tips” has been generously granted by Karen Hallett, Ph.D., Director, Office of Instructional Consulting.  

• "Diversity/Inclusive Teaching Tips"
• Bernice R. Sandler, "Eighteen Ways to Warm Up the Chilly Climate: Recommendations for Faculty Members"

Stanford University, Center for Teaching and Learning ( http://ctl.stanford.edu )

• Teaching at Stanford (PDF, Adobe required)

Perrmission to use this material has been generously granted by Linda Salser, Center for Teaching and Learning.

University of California, Berkeley, Tools for Teaching (http://teaching.berkeley.edu/bgd/teaching.html )

• Barbara Gross Davis, Tools for Teaching (Jossey-Bass: San Francisco, 1993), "Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity and Gender"
• Academic Accommodations for Students with Disabilities

University of Colorado

• Ron Billingsley, "Fostering Diversity in the Classroom: Teaching by Discussion"

University of Michigan, Center for Research on Learning and Teaching (CRLT) ( http://www.crlt.umich.edu )

Permission to use this material has been generously granted by Matt Kaplan, Associate Director, Center for Research on Learning and Teaching.

• Shari Saunders and Diana Kardia, "Creating Inclusive College Classrooms"
• Mark A. Chesler, "Perceptions of Faculty Behavior by Students of Color"
• Susan M. Montgomery, "Student Learning Styles and Their Implications for Teaching"
• "The Effects of Student Diversity on Student Learning at the University of Michigan: Faculty and GSI Perspectives"

University of North Carolina, Chapel Hill, Center for Teaching and Learning ( http://ctl.unc.edu ) .  

Permission to this material has been generously granted by Iola Peed-Neal , ed., Teaching for Inclusion: Diversity in the College Classroom (Chapel Hill, NC: The Center for Teaching and Learning Chapel Hill, 1998), and Associate Director, Center for Teaching and Learning.

Complete version:

Teaching for Inclusion, (PDF, Adobe required)

Individual Chapters:

Ch. 1, "Your Diversity, the Academic Culture, and Teaching and Learning Styles"

Ch. 2, "Strategies for Inclusive Teaching"

Ch. 3, "Gender and Your Classrooom"

Ch. 4, "African American Students"

Ch. 5, "Hispanic American Students"

Ch. 6, "Native American Students"

Ch. 7, "Asian American Students"

Ch. 8, "International Students"

Ch. 9, "Lesbian, Gay and Bisexual Students"

Ch. 10, "Regionalism in Your Classroom"

Ch. 11, "Students with Diverse Religious and Political Beliefs"

Ch. 12, "Non-traditional Students"

Ch. 13, "Students with Special Physical and Medical Needs"

Ch. 14, "Students with Learning Disabilities"

University of Washington, Center for Instructional Development and Research, Inclusive Teaching ( http://depts.washington.edu/cidrweb ).

Permission to use this material has been generously granted by Wayne Jacobson Ph.D, Associate Director, Center for Instructional Development and Research.

Inclusive Teaching :

• "Fostering Equitable Class Participation"
• "Conveying Respect, Fairness, and High Expectations"
• "Considering Student Differences"
• "Diversifying Your Teaching Style"

Perspectives:  What Excludes Students?

• "Speaking in Ways that Intimidate or Seem Condescending toward Struggling Students"
• "Making remarks that perpetuate stereotypes or single out students based on social or ethnic identity"
• "Disregarding Student Backgrounds and Live Events that Affect Learning"
• "Interacting with Only a Subset of Students Present in the Class"
• "A Teaching Style that Favors Only One Approach to Learning"
• "Curriculum that Disregards or Dismisses Others' Experiences or Perspectives"