This page is designed to help instructors apply the “inclusive and equitable” core element of effective teaching as articulated in the UW Faculty Code:
Inclusive and equitable: Effective teaching considers learners’ experiences and creates opportunities for each learner to thrive
Students who feel welcome and able to succeed in a class are more likely to contribute, learn, and persist.
Despite its importance to teaching and learning, myths persist about inclusive and equitable teaching. These myths often take the form of statements such as:
- “My classroom is inclusive because I always treat all students the same.”
- “I have lots of [insert name of marginalized group here] in my course. It’s so inclusive!”
- “I teach [insert STEM field here]. Why would I talk about [inclusion, race, gender, sexuality, ability] in my class? That’s humanities-type stuff.”
- “I didn’t get any disability accommodation requests, so I don’t need to worry about accessibility.”
Inclusive and equitable learning environments do not emerge organically. Like other aspects of teaching, they emerge from careful planning and the adoption of evidence-based practices.
Strategies for inclusive, equitable, and accessible teaching
Reflect on your teaching
Examining how personal identities shape teaching can strengthen instructor effectiveness and support student success.
Learn more about developing a reflective teaching practice.
Make course content inclusive
A thoughtful selection of diverse course content can help create a more inclusive learning environment for all students.
Learn more about how to make your course content more inclusive.
Fostering student belonging
When students feel that they belong in a learning community, they are more likely to engage, persist, and succeed.
Learn more about fostering student belonging.
Reduce barriers for all students
Students enter our classrooms with different experiences and needs. Understanding the challenges commonly faced by specific types of students can help foster more inclusive and equitable learning environments for all.
Learn more about addressing specific student needs.
Make course materials accessible
Explore guidance on creating digital course materials that align with the requirements of Title II of the Americans with Disabilities Act.
Learn more about making course materials accessible.
Practice Universal Design for Learning
Designing different ways to engage course content and demonstrate learning helps increase the accessibility of a course for all students.
Learn more about Universal Design for Learning.
Use accessible teaching methods
Beyond making individual course materials accessible, instructors can increase student success by adopting teaching practices that support diverse learners.
Learn more about using accessible teaching methods.
Practicing and demonstrating inclusive and equitable teaching
Because inclusive and equitable teaching is one of UW’s core elements of effective teaching, it is important that UW faculty members know how to demonstrate and recognize it. Below is a list of practices and materials that might indicate that an instructor’s approach to teaching a course is inclusive and equitable. Developed by members of the UW Faculty Senate Council on Teaching and Learning, the list is neither required nor exhaustive, but may be a good starting point for instructors and reviewers preparing to engage in a collegial review process. Your department may also have discipline-specific examples to consider.
Examples of inclusive and equitable teaching practices
- Instructor provides information about expectations, policies, and services that support a diverse range of students
- Instructor sets expectations for respective dialogue (e.g., in the syllabus, community agreements, or group contracts)
- Instructor clearly communicates their availability to students (e.g., office hours, contact information)
- Course materials are digitally accessible (e.g., include headings, alt-text, video captions and/or transcripts)
- Instructor encourages and facilitates respectful dialogue
- Content, assignments, activities, and examples reflect diversity in the field and provide opportunities to explore different perspectives or approaches
- Grading mechanisms are transparent to students (e.g., through syllabus, rubrics)
- Instructor invites regular or periodic feedback from students about how the course is going (e.g., through midterm check-ins, exit tickets, surveys, etc.)
Note: Instructors might consider providing their reviewer(s) with annotated copies of key artifacts (e.g., course syllabus, example assignment) to highlight how they are integrating inclusive practices into their teaching.
In the video below, UW faculty members discuss how they integrate inclusive and equitable practices into their teaching and demonstrate it in promotion and tenure processes.