Diversity and Inclusive Teaching

Teaching for Diversity, Inclusion, and Equity

Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students of various backgrounds, learning styles and abilities. These approaches are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.

Further, inclusive pedagogies support rigorous academic work and deep learning by all students.

The Center for Teaching & Assessment of Learning (CTAL) hosts events and provides services and resources to support all who teach at the University Delaware in their efforts to employ inclusive teaching strategies. If you have some to add, please contact us!


Resources for teaching international students (w/videos)



Certifying or Re-certifying the Multicultural Courses – Click on the link to see the UD Capture of the session.

Handbook for Certifying Multicultural Courses

Please contact CTAL to request workshops, services or for more information.

Learn about strategies

Employing Inclusive Teaching

Why engage in inclusive pedagogies?

  • Students have a broad range of lived experiences that inform how they engage in learning. These experiences, which are sometimes culturally based, influence students’ prior knowledge of subject matter, understanding of classroom expectations,  and motivational triggers. Faculty can enhance all students’ learning by accounting for this variation.
  • Educational benefits:
    • improves academic outcomes (aspirations, self-confidence, problem solving abilities, critical thinking)
    • enhances perspectives, fosters creativity, improves cultural sensitivity
    • results in higher levels of civic engagement, creates informed citizens

Strategies for inclusive teaching

  • Investigate and Apply Culturally Responsive Teaching ideas and strategies. This includes considerations of curriculum, relationships with students, and delivery of content.
  • Develop a range of cases and examples that include situations and people from a variety of backgrounds/cultural groups.
  • Assign readings with varying perspectives by authors from various backgrounds.
  • Use inclusive and respectful language wherever possible.
  • Set ground rules for class discussions. Help students understand how to avoid making generalizations about entire groups of people, critiquing ideas instead of people, and how to incorporate evidence, etc.
  • Set up class discussions so that students get in the habit of taking peers’ ideas seriously and responding to one another with civility; think about ways you can structure difficult discussions so that varying points of view will definitely be included.
  • Encourage or help set up diverse study groups, which have been shown to help many different kinds of students with many different kinds of intellectual tasks and problem-solving.
  • Think about how you want to respond to racist, inflammatory, or insensitive comments (because if you ignore them, students often think faculty agree with or don’t care about them).
  • Use universal design for learning to create classes that are accessible to a variety of learners. Use and encourage multiple means of representation, expression, and engagement to reach a full range of learners.
  • Assume there are students in your classroom who are diverse in ways that you cannot see – this may be related to race, national origin, socioeconomic status, ethnicity, physical and neuro-disability, sexual orientation, spiritual beliefs, or many other possibilities.
  • Do not assume students understand the same cultural references to television shows, music, sports, etc.
  • Mitigate stereotype threat.
  • Invite students to give (anonymous) feedback about whether they feel comfortable in your class.
  • Make accommodations for students with documented disabilities and understand how faculty can help students with disabilities. Make clear that you want to be an ally in students’ learning. Please visit the University Disability Website for more information.
  • When giving feedback, convey that you evaluated work using high standards and that you believe an individual student can achieve those standards.
Learn More


CTAL Resources:

  • Videos
  • Podcast
  • Documents
  • Websites
  • Texts

The following videos are available to the University of Delaware community.  You will be prompted to log-in after selecting a video.

Inclusive Classrooms

Teaching non-Native speakers

Reducing Cultural Bias


Enhancing Engagement

International Students on Welcoming Classes


We have produced a special edition of our podcast tackling the issue of difficult conversations in the classroom. Give it a listen!



Engaging Your Students on Issues of Race and Supporting Student Outcomes

Communicating through your syllabus: Statements to include

Further Syllabus Statements for Difficult Dialogues in the Classroom (From Professors at Whitman College)

Diversity and Equity in Learning (Inclusive Teaching Handout)

Handling the Hot Topic of Nooses and Lanterns at UD

Universal Design for Learning

Culturally Responsive Teaching


Diversity, Equity and Inclusion from the Chronicle of Higher Education

Inclusive Teaching from University of Washington

Creating Inclusive College Classrooms from University of Michigan, Center for Research on Learning and Teaching

Is Diversity Relevant to What I Teach?

NCTE (National Council of Teachers of English) statement provides context for doing the work of inclusive teaching. It makes a plea for building a more equitable system and classrooms that address the needs of all learners.


Adams, M. Marchesani, L. Multidimentsional Approach to Faculty Development: Understanding the Teaching-Learning Process.

Adams, M., Bell, L., & Griffin, P. (2007, 2nd ed) Teaching for Diversity and Social Justice . New York: Routledge.

Antonio, A.L., Chang, M.J., Hakuta, K., Kenny, D.A., Levin, S.L., & Milem, J.F. (2004). Effects of Racial Diversity on Complex Thinking in College Students. Psychological Science.

Armstrong, M.A. Small World: Crafting an inclusive Classroom (No Matter What you Teach)

Gay, G. (2010, 2nd ed.) Culturally Responsive Teaching: Theory, Research, and Practice. New York:Teachers College Press: New York.

Ginsberg, M. & Wlodkowski, R. (2009) Diversity and Motivation: Culturally Responsive Teaching in College. San Francisco: Jossey-Bass.

Gross, B. (2009) Tools for Teaching. San Francisco: Jossey Bass.

Steele, C. (2010)Whistling Vivaldi by Claude. New York: Norton.

Sue, D.W. (2010) Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. New Jersey: John Wiley & Sons.


Teaching and Learning Conversations on Micro-Aggressions in the classroom; Teaching Hot-Topics; Identity Threats and Learning; Conversations focused on the work of invited speakers, Scott Page, Howard Stevenson, and Sylvia Hurtado

Engaging Difference Learning Community

Engaging Difference Summer Program

Invited Speaker, Shaun Harper

CTAL Diversity Scholars

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