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What Do I Mean By “Inclusive”?
 
Before I start discussing how your content and curriculum design choices can be more inclusive, let’s start with a working definition for an inclusive classroom. According to the Association of American Colleges & Universities, inclusive classrooms are learning spaces where “active, intentional, and ongoing engagement with diversity” occurs “in ways that increase awareness, content knowledge, cognitive sophistication, and empathetic understanding of the complex individuals interact within systems and institutions.”  So, as an instructor concerned about inclusive teaching, I encourage you do consider how your course content and assignments both represent a diverse (for example, gender, sexual orientation, race/ethnicity, nationality, epistemological perspectives) set of scholarly voices and how you can hold yourself – and your students—to more inclusive standards of behavior and discourse in the classroom.
 
Inclusive Classrooms Require Intentional Thought and Not “Extra Work”
 
Creating an inclusive environment in your classroom does not require “extra work” – what it requires is “intentional thought” in how you plan and implement your classes. This involves a deliberate awareness of the decisions you’re making and the impact they have on how you represent your discipline and the multiple voices connected to it. I’d argue that this level of intentionality is a key hallmark of curriculum design across disciplines.
 
Four Tips Toward Inclusive Curriculum Design
 
(1) Select the work of scholars from different cultural or paradigmatic backgrounds: Make sure you are presenting a variety of voices and perspectives across the course readings, videos and material you select.  Additionally important is presenting a full spectrum of disciplinary paradigms in the field so that students have a full picture of disciplinary conversation(s).
 
(2) Acknowledge the limitations of course material with regards to demographic representation: Frame what you are providing and point out the potential limitations of your materials. This can help students see how and why you have made the decisions you did. This can also help students to get a better window into your teaching decisions and engage alongside you critically.
 
(3) Pay attention to WHO and HOW you represent in your presentation slides, case studies, videos, and guest panels: As with our tips above, it’s important that the slides, case studies, and videos you use reflect multiple voices and backgrounds. Additionally, it’s important to pay attention to how various individuals and groups are portrayed in these materials. In their portrayals, are you sending the messages you want sent to a diverse group of students?
 
(4) Maximize the inclusion of all student voices in instructional activities: Make sure you provide multiple opportunities and safe spaces in your classroom for all student voices. Not all students will immediately respond to one way of engaging in the classroom, so make sure your approaches vary and respond to what you have come to know about the different students in class. We will share more specific tips about instructional activities in later posts.

Job Title: IT Training ManagerDepartment: ITTeam:  TrainingBio: Laura spent 14 years leading programs for the federal government’s Training and Development department including the behavioral analysis unit, a basic training academy, and the national leadership institute. She also helped construct two national curriculum and instructor development departments at the Federal Law Enforcement Training Centers and Federal Air Marshal Training Center.

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The first day of class sets the tone for the entire semester. Student achievement is directly tied to how well a teacher establishes and implements classroom procedures, norms, and behaviors. Plan carefully for the first day of class, and implement those plans with energy, kindness, and rigor.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes 
Post a schedule and objectives 

Arrive early to prep the room
Objectives and agenda give students a sense of direction

Put students to work

Give students a meaningful task to complete immediately 
Set the tone for productivity to give students purpose

Assign seats

Place students intentionally so they can function as groups
Give students a sense of place in the room

Greet students at the door

Welcome students as they enter, introducing yourself
Interact personally to give students a sense of belonging

“You will either win or lose your class on the first days of school.” Wong, H. K., & Wong, R. T. (1998). The First Days of School: How to Be an Effective Teacher.
The first day is your only shot to define the terms of the class. What is the subject matter? What are the most important ideas? What does a successful student look like? Instill in the students a growth mindset and make it clear to them that they have a voice and they need to use it in class daily.
Review critical procedures

Set expectations of students, defining their boundaries
Let students voice their expectations

Teach students how to learn

Define what learning looks like in your class
Chart a path for success and give students agency

Focus on ways of being

Let the first day be about role setting
Define classroom culture before addressing subject matter

Engage in goal setting

Show students what they’ll know by semester’s end
Have students write their goals for the class

 
Resources
https://bit.ly/2VKzsYI
https://bit.ly/2bwXTPb
https://bit.ly/2PIMyjx
https://bit.ly/2GPWy6F

 
Outlined Learning Objectives.
Up until this point, this guide has mostly focused on the instructor listing topics as opposed to objectives. While listing topics has a form of value, the topics may not communicate exactly what you hope students can achieve at the end of the course. For this reason, as much as possible an instructor should consider changing course topics to learning outcomes: concise statements describing the skills or abilities a student should have at the end of a course/unit.
 
Tips for writing learning objectives:

Begin each objective with the phrase, “After participating in this session, students should be able to…”

This is not how it may be phrased in your syllabus but will hopefully provide an effective brainstorming session on how to transform topics into objectives.


Choose verbs that are indicative of specific, measurable and observable behaviors which match desired level of knowledge or skill:

“Recall…”
“Describe…”
“Evaluate…”
“Create…”
Etc.


Write them as an outcome, not as a task.

Your objective should describe what students should be able to do/know as a result of the course/unit.
For example:

“Write a reflection on ______ .” is a task, not an outcome.      





 
Teaching Methods.
Each instructor has their own approach to teaching. The general version of this approach has most likely already been listed in your syllabus. However, now you should consider how well your approach fits with the methods described in the syllabus itself and your goals as an educator. Here are some examples of teaching methods and why you may choose to use them. Reflect on what your own teaching method is and how it is incorporated throughout your syllabus.
 

Lecture-based learning:

Common for large groups, introducing a new topic, or delivering a complex lesson. This type of learning can be efficient for covering large amounts of information; however, it may decrease student engagement and encourage passive learning if done frequently.


Discussion-Based Learning:

Common for encouraging critical thinking, covering literature, philosophy or subjects that would benefit from multiple and diverse viewpoints. This type of learning can help promote active participation and deeper levels of understanding but can be time-consuming and run the risk of being dominated by a few participants if not moderated properly.


Inquiry-Based Learning:

Common in science and project-based learning, or areas where exploration is prioritized. This type of learning hopefully fosters curiosity and independent learning, however, relies heavily on student motivation so it requires heavy facilitation and planning.


Problem-Based Learning:

Common in applied fields such as medicine or engineering which rely on problem solving capabilities. This type of learning strongly develops analytical skills and problem solving but can be extremely challenging for students not used to open-ended tasks and is often affiliated with burnout.


 Flipped Classroom:

Commonly used to engage students in higher-order thinking during class-time as opposed to presenting information. Ideally this will increase active learning and engagement during class but requires access to technology and relies on student motivation outside of class.


Differentiated Instruction:

Common in mixed-ability classrooms, this teaching method is tailored to different student learning styles, needs, and abilities. It is inclusive and student-centered, which may increase student/teacher relationships, but demands heavy planning and flexibility on the part of the instructor.


Montessori Method:

While more common in early development, this teaching technique encourages students to select activities from a range of options, which can encourage independence and self-motivation; however, it requires access to a lot of material and an extensive amount of planning from instructors.



 
Assessment Strategies.
Following the guide through each step means you already have some type of description of your assessments provided. Take this time to explain your strategy and reasoning behind those assessments.
 
Support
Be reflective of how you manage and support students in your class:

What implicit biases are built into your class and syllabus?

What is your stance on ableism?
Are their social/political motivations embedded in the syllabus?


Does your syllabus benefit one student over another?

If students are struggling financially, would that impact their ability to access resources for your class?
If students had a form of neurodivergence, how would that affect their performance in your class?
Do you favor one type of student over another?


What accommodation are you providing for students?

Here are some to consider:

Notes? Recorded Lectures? Audio recordings? Online attendance options?
Physical copies of materials? Electronic ones?
Extended test time? Alternate Test Locations?
Links to additional resources?
Assistive technology? Preferential seating?





 
Here is the time to demonstrate how you teach, set that clear expectation for students, and flesh out what it means for them to be in the class. 

Title: Educator Developer - Academic Specialist Department: Center for Teaching and Learning Innovation (CTLI)
Bio: Dr. Ellie Louson (she/her) is a Learning Designer and Academic Specialist at MSU’s Center for Teaching and Learning Innovation. She leads the Spartan Studios project where she works with faculty members to design interdisciplinary, experiential courses with community partnerships. She is also the co-Faculty Mentor for the CTLI grad fellowship, and is an experienced facilitator for MSU educators and academic units.
Ellie earned her bachelor’s degrees from Bishop’s University, her master’s degree in the History and Philosophy of Science from the University of Toronto, and her Ph.D. in Science & Technology Studies at York University. She is part of the teaching faculty at Lyman Briggs College, MSU, where she teaches courses in the History, Philosophy, and Sociology of Science. Her research interests include wildlife films’ representation of animal behavior and interdisciplinary, experiential teaching and learning. Her teaching, research, and learning design backgrounds have taught her the value of interdisciplinarity, storytelling, and engagement for higher education.
Ellie is originally from the Montreal area and plays in a rock band.
Schedule a Consultation

Classroom Response Systems & Pedagogies
Experiential Learning (Spartan Studios)
Facilitating Class Discussions
Syllabus Best Practices
Self-Assessment, Reflection, and Inner Feedback 
Teaching Center Fellows

Tips for College and University Students: Managing Your Distress in the Aftermath of the [Virginia Tech] ShootingsAs a university or college student, you may be struggling to understand how a shooting rampage could take place on a university campus and why such a thing would happen. There may never be satisfactory answers to these questions.
We do know, though, that it is typical for people to experience a variety of emotions following such a traumatic event. These feelings can include shock, sorrow, numbness, fear, anger, disillusionment, grief and others. You may find that you have trouble sleeping, concentrating, eating or remembering even simple tasks. This is common and should pass after a while. Over time, the caring support of family and friends can help to lessen the emotional impact and ultimately make the changes brought about by the tragedy more manageable.
You may feel that the world is a more dangerous place today than you did yesterday. It will take some time to recover your sense of equilibrium.
Meanwhile, you may wonder how to go on living your daily life. You can strengthen your resilience—the ability to adapt well in the face of adversity—in the days and weeks ahead.
Here are some tips:
Talk about it — Ask for support from people who care about you and who will listen to your concerns. Receiving support and care can be comforting and reassuring. Your campus is likely to be offering support services through its counseling center. It often helps to speak with others who have shared your experience so you do not feel so different or alone. If your parents seem particularly distressed, it may be because they are reacting to their own sense of not being able to control the college environment to keep you as safe as they would like.
Strive for balance — When a tragedy occurs, it’s easy to become overwhelmed and have a negative or pessimistic outlook. Balance that viewpoint by reminding yourself of people and events which are meaningful and comforting, even encouraging. Striving for balance empowers you and allows for a healthier perspective on yourself and the world around you.
Turn it off and take a break — You may want to keep informed, but try to limit the amount of news you take in whether it’s from the internet, television, newspapers or magazines. While getting the news informs you, being overexposed to it can actually increase your stress. The images can be very powerful in reawakening your feeling of distress. Also, schedule some breaks to distract yourself from thinking about the incident and focus instead on something you enjoy. Try to do something that will lift your spirits.
Honor your feelings — Remember that it is common to have a range of emotions after a traumatic incident. Go a little easy on yourself and on your friends. You may experience intense stress similar to the effects of a physical injury. For example, you may feel exhausted, sore, or off balance.
Take care of yourself — Engage in healthy behaviors to enhance your ability to cope with excessive stress. Eat well-balanced meals, get plenty of rest, and build physical activity into your day. Avoid alcohol and drugs because they can suppress your feelings rather than help you to manage and lessen your distress. In addition, alcohol and drugs may intensify your emotional or physical pain. Establish or reestablish routines such as eating meals at regular times and following an exercise program. If you are having trouble sleeping, try some relaxation techniques, such as deep breathing, meditation, or yoga.
Help others or do something productive — Find out from your university or community how you can help people who have been affected by this incident, or have other needs. Helping someone else often has the benefit of making you feel better, too. Try volunteering at your school or within your community.
If you have recently lost friends in this or other tragedies — Remember that grief is a long process. Give yourself time to experience your feelings and to recover. For some, this might involve staying at home; for others it may mean getting back to school or work. Dealing with the shock and trauma of such an event will take time. It is typical to expect many ups and downs, including "survivor guilt"—feeling bad that you escaped the tragedy while others did not.
For many people, using the tips and strategies mentioned above may be sufficient to get through the current crisis. At times, however an individual can get stuck or have difficulty managing intense reactions. A licensed mental health professional such as a psychologist can assist you in developing an appropriate strategy for moving forward. It is important to get professional help if you feel like you are unable to function or perform basic activities of daily living. Your university or college counseling center may be a good place to start.
Recovering from such a tragic event may seem difficult to imagine. Persevere and trust in your ability to get through the challenging days ahead. Taking the steps in this guide can help you cope at this very difficult time.
This tip sheet was made possible with help from the following APA members: Dewey Cornell, PhD, Richard A. Heaps, PhD, Jana Martin, PhD, H. Katherine O’Neill, PhD, Karen Settle, PhD, Peter Sheras, PhD, Phyllis Koch-Sheras, PhD, and members of Division 17.
Documents from apahelpcenter.org may be reprinted in their entirety with credit given to the American Psychological Association.

Monica Mills, the Engagement Assessment Development Specialist at Michigan State University’s Center for Teaching and Learning Innovation [CTLI], brings a unique blend of psychology, cognitive science, and educational expertise to her role. Her journey into this field wasn’t a straight path but rather a series of explorations that shaped her deep understanding of how people learn and how they can be better engaged in the classroom.
Growing up in Central Florida, Monica’s early interests ranged from becoming a high school teacher to an animal behaviorist. It wasn’t until she encountered the field of psychology at the University of Central Florida that she found her true calling. “Cognition and behavior can be analyzed and changed was very interesting to me,” Monica shared, reflecting on her fascination with cognitive psychology. Her curiosity led her to pursue graduate education in psychology at the University of Nebraska, where she delved into the nuances of human attention, perception  and environmental factors that shape thinking.
Monica’s transition from academia to instructional design was driven by a desire to apply her knowledge of cognitive psychology from the research lab to real-world educational challenges. Now, with her experience in research, teaching, and instructional design, she is uniquely positioned to bridge the gap between theory and practice. Her role at CTLI allows her to make a significant impact on the way education is delivered, particularly in fostering student engagement and enhancing instructional practices.
In her role at CTLI, Monica draws upon her diverse experience to foster meaningful engagement in the classroom. Her time as an adjunct professor at Alma College provided her with invaluable insights into the challenges instructors face. “You can say to instructors all day long what the textbook says you need to do, but unless you’ve felt those pushbacks in the classroom, you don’t have a leg to stand on,” she explained. This hands-on experience has been instrumental in her ability to relate to professors and offer practical, empathetic advice.
One of Monica’s most memorable projects, a research project that spanned three years, involved experimenting with different instructional approaches to improve student engagement. “Does giving autonomy and choice to students improve engagement?” was the research question Monica sought to answer. The results were clear: small changes can have significant impacts. This experience solidified her belief in the power of experimentation and the importance of giving students a voice in their own learning journey.
At the heart of Monica’s work is a commitment to transparency and inclusivity. She believes that no student should be left in the dark about how they are being assessed. Her dedication to creating equitable learning environments is evident in her advocacy for ‘Transparent Assignment Design’, where she explains a framework that provides clear expectations and support for students.“It’s about making clear the expectations in how students are being assessed ,” Monica emphasized, underscoring her belief in the importance of student-centered education.
Looking ahead, Monica remains passionate about innovation in education. Whether it’s experimenting with new assessment techniques or exploring the potential of educational technology, she is constantly “tinkering” with ways to improve the learning experience. For Monica, success in higher education is not about reaching a final destination but about the journey of continuous improvement and discovery.

Thank you for helping our students achieve their goals; recommendations include:
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts   
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
 
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