Developed by the CTLT
Introductory Online Course
This course was created for instructors in all disciplines interested in creating more inclusive learning environments, but are not sure of where to start. We recommend that you start with Module 1 to ensure you are familiar with the basic concepts and vocabulary used in the course.
|Home page for the course||Webpage|
|Module 1 – Power, Privilege and Bias||Webpage|
|Module 2 – Conversations on Decolonization||Webpage|
|Module 3 – Introduction to Inclusive Teaching Practices||Webpage|
|Module 4 – Universal Design for Learning||Webpage|
|Module 5 – Difficult Conversations||Webpage|
The following resources focus on specific aspects of teaching and learning to provide some initial guidance and elements to consider.
|Equity, Diversity, and Inclusion in Online Teaching: Where to Begin?||Wiki|
|Cultivating an Inclusive Climate in Online Classrooms||Wiki|
|Gauging Student Access to Online Courses: Suggested Survey Questions
(See the Word document for how to import the Qualtrics Survey Format file)
|Towards more trans-inclusive classrooms||Wiki|
|Inclusive teaching course design||Wiki|
|Microaggressions in the classroom||Wiki|
|Territory acknowledgement in the classroom||Wiki|
|Digital Content & Media Accessibility|
The following case studies have been developed to help instructors and others think through various aspects of inclusive teaching. Each case study includes a scenario as well as extensive facilitator notes. These case studies are part of the Open Case Studies project and as such they are licensed to allow others to revise and reuse them.
|Who belongs in the outdoors doing fieldwork?||Webpage|
|Writing as the test of knowledge?: Towards more inclusive course design||Webpage|
|What I Learned In Class Today||Webpage|
|Inappropriate class comment||Webpage|
|Building trans inclusive learning spaces: Considerations for TAs and instructors||Webpage|
|Developing guidelines to navigate complex classroom dynamics (In/Relation Project)||Webpage|
Additional UBC resources
Below are some of the resources on inclusive teaching that have been developed by other universities and organizations:
Webinars and self-directed online learning
- CIRTL events
- CIRTL MOOCs on STEM teaching (the Introductory course and the Advanced course both include modules on inclusive teaching)
- Inclusive Teaching guide (Columbia University)
- Resources on Indigenization, including for instructors and curriculum developers (BC Campus)
- Cultivating Inclusive Classrooms (University of Michigan)
- Inclusion By Design: Survey your Syllabus and Course Design (A Worksheet)
- Universal Design for Learning (UDL) Guide (University of Calgary)
- Universal Design for Learning (UDL) Syllabus (CAST, the Center for Applied Special Technology)
- Accessible Syllabus (Tulane University)
- Self-Publishing Guide: Accessibility, Diversity, and Inclusion (BC Campus)
- Considine, J. R., Mihalick, J. E., Mogi‐Hein, Y. R., Penick‐Parks, M. W., & Auken, P. M. (2017). How do you achieve Inclusive Excellence in the classroom? New Directions for Teaching and Learning, 2017 (151), 171–187. doi.org/10.1002/tl.20255
- Cooper, R. (2009) Constructing Belonging in a Diverse Campus Community, Journal of College and Character, 10:3. doi.org/10.2202/1940-1639.1085
- Cote-Meek, S. (2014). Colonized classrooms: Racism, trauma and resistance in post-secondary education. Black Point, Canada: Fernwood.
- Guo, S. & Jamal, Z. (2007). Nurturing Cultural Diversity in Higher Education: A Critical Review of Selected Models. Canadian Journal of Higher Education, 37 (3), p. 27-49.
- Pete, S., Schneider, B., & O’Reilly, K. (2013). Decolonizing Our Practice – Indigenizing Our Teaching. First Nations Perspectives, 13(1), 99–115.
- Salazar, M. del C., Norton, A. S., & Tuitt, F. A. (2017). Weaving promising practices for inclusive excellence into the higher education classroom. To Improve the Academy, 28(1), 208–226. doi.org/10.1002/j.2334-4822.2010.tb00604.x
- Tierra M. Freeman, Lynley H. Anderman & Jane M. Jensen (2007) Sense of Belonging in College Freshmen at the Classroom and Campus Levels, The Journal of Experimental Education, 75:3, 203-220, doi:10.3200/JEXE.75.3.203-220