Inclusive Teaching Toolkit

Because When Students Know They Belong, They Thrive

Play Video about Jerome Williams introduces the Inclusive Teaching Toolkit

Creating more inclusive and welcoming learning environments for all students requires more than just goodwill; it takes effort on the part of every higher education professional.

From using inclusive language and gender pronouns, to ensuring course accessibility – every single interaction matters. Those thoughtful interactions are how we, as a profession, can mitigate unconscious bias and foster authentic belonging.

Access the ACUE Toolkit on Inclusive Teaching to unlock the latest knowledge and best practices that will help you ensure diversity, inclusion, and belonging in your own teaching practice. What does the Toolkit encourage educators to do?

Inclusive Teaching Toolkit Videos

Learn how to be intentional when selecting multimedia, readings, and examples to reflect diverse people, viewpoints, and voices. 

Accessibility benefits everyone. Learn how to make accessibility the norm in your courses.

With this resource, you will find all the information you need on policies and resources to support all students in their learning, as well as a discussion of why it is important to include a diversity statement.

Using current language around identity is critical to ensuring all students feel acknowledged. Review the following resource, which explains how to accomplish this.

Faculty can model inclusive language and behavior in their own digital and in-person spaces by utilizing the resources available in this toolkit.

From asking preferred names to explaining pronunciation, learn how names go beyond what is listed on a course roster.

Delve into ways that allow your students to get to know each other and develop a sense of community.

From preferred pronouns to future plans, this resource offers a questionnaire that can be helpful to any faculty member seeking to be inclusive.

What can you do to remove barriers for students? Explore in depth the times, formats, and structures of the office hours you offer to students.

Your students should be informed of your expectations right away and aloud so they know what is expected of them. The following techniques and best practices will assist in setting expectations early. 

Special Thanks to Our Contributing Faculty Members

Who Gave Their Time and Energy to the Inclusive Teaching Toolkit
José Antonio Bowen, PhD

Former President, Goucher College, Former Dean, Miami University and Southern Methodist University, Author

Kelly Hogan, PhD

STEM Teaching Professor and Associate Dean of Instructional Innovation, College of Arts & Sciences, The University of North Carolina at Chapel Hill

Darvelle Hutchins, PhD, MBA

Doctoral Candidate, Department of Communication, University of Missouri

Ece Karayalcin, MFA

Professor of Film, Miami Dade College

Kate Kelley, PhD

Visiting Assistant Professor and Director of Undergraduate Studies, Department of Religious Studies, University of Missouri

Kevin Kelly, EdD

Lecturer, Department of Equity, Leadership Studies & Instructional Technologies, San Francisco State University

April E. Mondy

Instructor in Management, Division of Management, Marketing, and Business Administration, College of Business and Aviation, Delta State University

Viji Sathy, PhD

Teaching Professor, Department of Psychology and Neuroscience, The University of North Carolina at Chapel Hill

Alyson Snowe, PhD

Professor, English Department, Community College of Rhode Island

Jerome D. Williams, PhD

Executive Vice Chancellor & Provost, Distinguished Professor & Prudential Chair of Business, Rutgers University-Newark