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What is Inclusive Teaching?

Inclusive teaching is much too broad to be confined to any one pedagogy or method. Rather, inclusive teaching can be thought of as a worldview or way of thinking. The intentional practice of supporting students of all abilities, genders, races, and backgrounds is integral to the success and mission of UCF.

Ultimately, students are deeply affected by their social relationships and environment. The explicit and implicit messages you send via your course design, syllabus, and interactions with students can create an environment in which students either feel welcomed and included or unwelcome and excluded. Working to ensure that all students encounter a learning environment that is inclusive and supportive is paramount to their success.

The following video by Dr. Jennifer Sandoval, Associate Professor of Communication and Assistant Director of Inclusive Culture at the Nicholson School of Communication, gives a great introduction to the need for faculty to practice inclusive teaching:

Campus resources about inclusive teaching

To learn about Diversity and Inclusion at UCF, visit the Office of Diversity and Inclusion website. ODI provides workshops and events that facilitate faculty development of inclusive classroom practices. You can read more about their resources for faculty at this link. Also consider adding a diversity statement to your course syllabus.

The Center for Distributed Learning has a page dedicated to online accessibility with many helpful suggestions and resources.

Student Accessibility Services also provides resources and support for inclusive teaching, and coordinates academic accommodation efforts.

The videos below provide information about addressing the learning needs of special populations:

Non-Traditional Students
Culturally and Linguistically Diverse Students
Inclusive Teaching

More information about inclusive teaching

Check out the following articles for more information about inclusive teaching.

  • Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of research. York: Higher Education Academy.
  • Jowallah, R. (2018). Critical Reflective Reflexive Inclusive Pedagogy: A Framework for Designing and Implementing Inclusive Educational Practices within the Online and Face-to-Face Learning Environments in Higher Education.
  • Lawrie, G., Marquis, E., Fuller, E., Newman, T., Qiu, M., Nomikoudis, M., … & Van Dam, L. (2017). Moving towards inclusive learning and teaching: A synthesis of recent literature. Teaching & Learning Inquiry, 5(1), 1-13.
  • Perry, B., & Edwards, M. (2012). Creating an “invitational classroom” in the online educational milieu. American Journal of Health Sciences (AJHS), 3(1), 7-16.
  • White, B. P. (2016). Beyond a deficit view. Inside Higher Ed. https://www.insidehighered.com/views/2016/04/19/importance-viewing-minority-low-income-and-first-generation-students-assets-essay