Guide for Inclusive Teaching at Columbia (Center for Teaching & Learning, Columbia University) – Covering five principles – expectations, accessibility, classroom climate, course content & reflection – this guide offers a comprehensive framework for approaching inclusive teaching.

Inclusive Teaching Practices Toolkit (Association of College & University Educators (ACUE)) – Tailored for online teaching, the ACUE offers a series of short videos (2mins or less) and corresponding downloadable resources 10 inclusive teaching practices. 

Universal Design for Learning is a teaching framework based on scientific insights to help all learners participate in meaningful and challenging learning opportunities. It is applicable to all disciplines.  

UDL Guidelines (Center for Applied Special Technology (CAST)) – New to UDL? Start here to understand the principles and guidelines that make up the UDL framework. 

UDL and 21st Century Learning (by Gwen Bass, PhD, and Michael Lawrence-Riddell in Faculty Focus) – How to integrate principles of UDL and multimedia theory. 

UDL Checklist (National Center on Accessing the General Curriculum) – Mirroring the three principles and nine guidelines of UDL, this checklist provides examples of different ways instructors can follow UDL guidelines.

Institute for Learning Innovation UDL Resources (Diana J. LaRocco, Goodwin University) – A series of readings, podcasts, short videos and more. Curated for University of New Haven instructors by the Diana J. LaRocco for her presentation “Stop the Stickiness: Leveraging Design Thinking and Universal Design for Learning.”

Fostering and Assessing Equitable Classroom Participation (Harriet W. Sheridan Center for Teaching & Learning, Brown University) – Practical strategies for how to explain the importance of discussion to students and how to address students’ reasons for non-participation. 

How to Make Your Teaching More Inclusive (by Viji Sathy & Kelly A. Hogan, Chronicle of Higher Education) – Tips for identifying and reducing inequities in course structure to help students succeed.  

Reducing Stereotype Threat (Center for Teaching & Learning, Washington University in St. Louis) – Stereotype threat is a phenomenon in which concern about confirming a negative stereotype can lead a person to under-perform on an assessment. Read about how to promote a “growth mindset,” provide feedback, and create a classroom climate that reduces stereotype threat.

Diversity Issues for the Instructor: Identifying Your Own Attitudes (Center for Teaching and Learning, University of North Carolina, Chapel Hill) – This article offers a series of questions that ask instructors to reflect on their own life to identify attitudes towards diversity. 

Speaking Your Mind: Should Professors Reveal Their Views on Controversial Topics?  (by Mano Singham, Association of America Colleges & Universities) ​ A professor reviews the pros & cons of sharing with students your personal opinions on controversial topics. 

How Do We Lead on Equity? Hint: Avoid a Routine Approach and Focus on Building Trust (by Adrianna Kezar and Sharon Fries-Britt, Association of American Colleges & Universities) This University of Missouri case study has identified two frameworks that allow for authentic engagement in building equity across campuses.

Recommendation to Make Your Classroom Trans-Inclusive (Pride Center, California State University, Northridge) –​ How to create a respectful and welcoming environment for all students.​ 

Inclusion & Class Climate: What does Inclusive teaching mean? (Teaching Engagement Program, University of Oregon) – Suggestions on how to plan for and implement a classroom where students can thoughtfully discuss challenging topics.​ 

Inclusive Classroom Climate​ (Poorvu Center for Teaching & Learning, Yale University) – Actionable steps to take to implement inclusive practices in your class​. 

Ask Me: What LGBTQ Students Want Their Professors to Know​ (by Julia Schmalz, The Chronicle for Higher Education) – Highlights what LGBTQ students want members of the academic community to know​. 

Misgendering: What it is and why it matters (by Sabra L. Katz-Wise, Harvard Health Publishing) – Tips and tools for using correct pronouns & honorifics including suggestions for practice and how to respond when someone is misgendered.

Diversity and Inclusiveness in the Classroom​ (by Jesús Treviño, Vice Provost for Inclusive Excellence, University of Arizona) – Practical activities to run in the classroom (see pages 5-7) and guidelines for class discussions (see page 8). 

Project Implicit​ (Project Implicit)- Quizzes designed by a research group to understand hidden biases that influence perception, judgment, and action​.