Teaching can present different needs and challenges at different stages of a course. Since teaching is an iterative process, we conceptualize the process in a cycle, as illustrated below. To find resources that can be useful in a particular course stage, use the “Teaching Cycle” filters below. In addition, the “Foundations” category offers resources that are essential for developing knowledge and practices of inclusive teaching. Alternatively, search resources by using the “Topics” filters.
This document offers general guidelines for responding to collective tragedies, hate crimes or identity-based discrimination and violence that impact specific groups within our community. While all members of the UBC community may follow the proceeding guidelines, the primary audience of this resource is intended to be instructors.
The resources explore how knowledge gaps, social location and histories of place affect and inform learning. They were created based on collaborative, ethical, evidence-based, and reciprocal research and educational resource development informed through engagement with local Indigenous communities and scholars across different disciplines.
This document is intended to offer some first steps toward thinking about how equity and inclusion can inform online classroom interactions in order to establish and uphold standards of equity, diversity and inclusion (EDI) in online courses
This resource explains key considerations to help your online teaching—synchronous or asynchronous—be accessible and inclusive. The information is not meant to be an exhaustive or fixed list of things you must do, but rather provides guidance to help you design and deliver courses so that all students can engage.
Read this handout to learn how to recognize and address microaggressions in your classroom, to create a respectful learning environment.
This handout guides you in creating a more inclusive syllabus with a learner-centered approach, which focuses on the needs of students by acknowledging their various learning preferences, accessibility needs, perspectives and lived experiences.