Inclusive Course Materials

1.3 Creating Inclusive Course Materials 

Why is it important?

Inclusive classrooms ensure all students have equal opportunities to succeed regardless of their backgrounds, abilities, or circumstances. Inclusive environments foster a sense of belonging and respect, enhancing student engagement, motivation, and overall academic performance. Bertills et al. (2019) found that teaching strategies incorporating frequent student-teacher interactions and using diverse instructional strategies significantly increased student engagement. Paolini (2015) emphasizes using evidence-based practices, active learning strategies, and culturally responsive teaching to meet the diverse needs of students. A study by Tai et al. (2022) highlights the importance of involving students in the assessment design process to ensure inclusivity and equity. The literature review conducted by Riedel, Beatson, and Gottlieb (2023) suggests that effective strategies for promoting inclusivity and diversity include utilizing technology, developing curricula that reflect a diverse society, integrating diversity-focused projects, and incorporating extracurricular activities. The review also emphasizes the significant role of higher education institutions in fostering diversity, which enhances cognitive development and student interactions.

How can we implement it?

When creating course materials, consider using inclusive language and challenging disciplinary norms to acknowledge student experiences and identities. Use different accessibility tools to evaluate their level of accessibility to ensure students, regardless of their ability level, can learn from your course materials. Critically consider if any course policies could hinder a student's experience and revise them to adopt more inclusive policies in your course. Leverage your use of inclusive language and policies to create an inclusive syllabus. Consider crafting a DEI/Inclusion statement and a disability statement that reflects your teaching philosophy and balances structure and flexibility.

References

Bertills, K., Granlund, M., & Augustine, L. (2019). Inclusive teaching skills and student engagement in physical education. Frontiers in Education, 4, 74. https://doi.org/10.3389/feduc.2019.00074

Paolini, A. (2015). Enhancing teaching effectiveness and student learning outcomes. The Journal of Effective Teaching, 15(1), 20-33. https://files.eric.ed.gov/fulltext/EJ1060429.pdf

Riedel, A. S., Beatson, A. T., & Gottlieb, U. (2023). Inclusivity and diversity: A systematic review of strategies employed in the higher education marketing discipline. Journal of Marketing Education, 45(2), 123-140. https://doi.org/10.1177/02734753231159010

Tai, J. H. M., Dollinger, M., Ajjawi, R., Jorre de St Jorre, T., Krattli, S., McCarthy, D., & Prezioso, D. (2022). Designing assessment for inclusion: An exploration of diverse students’ assessment experiences. Assessment & Evaluation in Higher Education, 48(3), 403–417. https://doi.org/10.1080/02602938.2022.2082373

Resources 1.3: Inclusive Course Materials

Checklist for this section:

Inclusive language

Challenging disciplinary norms

Accessibility tools

Inclusive policies

Inclusive syllabus.

DEI/Inclusion statement

Disability statement

Teaching philosophy

Structure and flexibility

Inclusive Language

Inclusive language acknowledges and values students' diverse identities and experiences. It recognizes how words can impact others and strives to create a welcoming and inclusive environment for everyone.

• Gender Inclusivity
  • Use “they/them” pronouns until a person’s preferred pronouns are known.
  • Avoid gendered terms (when unsure): Use “chairperson” instead of “chairman,” “everyone,” or “folks” instead of “guys,” and “spouse” or “partner” instead of “husband” or “wife.”
• Cultural and Ethnic Inclusivity
  • Be mindful of language that stereotypes or reinforces misconceptions about ethnic groups. For example, avoid statements like “Asians are good at math” or “Latinos are family oriented.”
  • Use “racially minoritized individuals” instead of “minorities.”
  • Use “enslaved people” instead of “slaves” to emphasize their humanity.
• Disability Inclusivity
  • Avoid using statements that assume a level of ability.
    • Say “This illustration shows …” instead of “As you can see in the illustration”.
    • Avoid similar assumptions, such as “As you can hear,” etc.
  • Use Person-First or Identity-First Language:
    • Person-first language (e.g., “a person with a disability”) emphasizes the individual rather than the disability.
    • Identity-first language (e.g., “disabled person”).
    • Be flexible and ask students which they prefer.
  • Avoid negative connotations:
    • Use “accessible parking” instead of “handicapped parking.”
    • Use “person with an opioid/substance dependence” instead of “addict.”
  • Avoid Language of Dependency or Pity:
    • Avoid portraying students as objects of pity, such as “overcoming” their disability or “brave” for managing daily life. Instead, focus on their strengths and capabilities.
• LGBTQIA+ Inclusivity
  • Refer to “LGBTQ+” or “LGBTQIA+” (lesbian, gay, bisexual, transgender, queer, asexual).
  • Use “people with minoritized sexual and gender identities.”
• General Inclusivity
  • Use “winter break” or “holiday break” instead of “Christmas break.”
  • Refer to “house of worship” instead of “church.”
  • Use “parent/guardian” instead of “mother/father” to include all family structures.

Additional Resource:

University of Notre Dame. (n.d.). Principles and strategies for inclusive language in class environments. Retrieved October 3, 2024, from https://learning.nd.edu/resource-library/principles-and-strategies-for-inclusive-language-in-class-environments/

Back

Challenging Disciplinary Norms

Instructors can challenge disciplinary norms and practices to identify and address harmful terms that perpetuate stereotypes. Providing students with statements highlighting the potential stereotypes and biases in our course content can allow for a more transparent and inclusive experience in the course.

Example Statements:

“The texts that we will read in this course on [Discipline] are products of their time and may contain derogatory language relating to minoritized identities that we would not use today. We will not speak those terms out loud in this space. Where possible, we will use individuals’ names. Where not, we will use terms that are respectful and affirming of these identities.”

“The research we will study in this course on [Discipline] often comes from certain majority groups and reflects the perspectives and biases of their time. We acknowledge that these contributions are significant, but we also recognize the importance of diverse voices in [Field]. In our discussions, we will strive to highlight contributions from underrepresented groups and use respectful and inclusive language of all identities.”

Back

Accessibility Tools

The University of Illinois has different resources for instructors to support their efforts in creating accessible courses. The UDL team at the Center for Innovation in Teaching and Learning is an excellent resource for faculty working towards meeting Title II accessibility standards.

Course Accessibility Rubrics Designed by the CITL-Universal Design for Learning.

• Accessible Course Design Checklist
• Accessible Word Checklist
• Accessible PowerPoint Checklist
• Accessible PDF Checklist
• Accessible Excel Checklist

There are several mechanisms for instructors to evaluate the accessibility of their course materials if they would like to improve their course content accessibility on their own. Below are a few examples:

Here are some tools that faculty can use to evaluate the accessibility of their course materials:

For more information about accessibility and how the CITL-UDL can help, see the “Universal Design for Learning” section.

Back

Inclusive Policies

Inclusive policies ensure that all students have equal opportunities to succeed regardless of their backgrounds, abilities, or circumstances. These policies are characterized by flexibility, accessibility, and cultural sensitivity. They consider students' diverse needs and provide clear guidelines for accommodations and support.

To make a policy inclusive, consider the following guiding questions:

1. Does this policy accommodate the diverse needs and circumstances of all students?
2. Are the language and expectations clear and accessible to students from various backgrounds and abilities?
3. How does this policy support an equitable learning environment and promote student success?

Back

Inclusive Syllabus

Strategies for creating an inclusive syllabus.

• Conveys a welcoming tone.
• Provides a clear overview of the course structure and climate.
• Includes readings and resources from diverse backgrounds and perspectives.
• Is transparent about course goals, learning outcomes, and assessment methods.
• Uses language that respects and acknowledges the diverse identities of students.
• Provides inform

ation about campus resources, such as academic support, mental health services, and diversity offices.

• Incorporates flexible policies for attendance, participation, and deadlines to accommodate diverse student needs.
• Designs varied learning activities and experiential learning opportunities that connect course content to real-world issues.

Back

DEI/Inclusion Statement

A DEI or Inclusion Statement for your syllabus should:

1. Be written using a welcoming tone.
2. Acknowledge the role or impact of diversity in the field.
3. State the instructor's commitment to inclusion.
4. Set class expectations and tone.
5. Invite feedback.

DEI/Inclusive Syllabus Statement Examples:

Back

Disability Statement

In addition to the University’s statement, a faculty-authored disability statement can show the instruction's commitment to inclusion. A disability statement should:

• Express Commitment.
• Encourage Communication.
• Provide Resources.
• Outline Procedures.

Example Template:

“My goal is to create an inclusive and supportive learning environment for all students. If you have a disability or think you may have a disability, you are encouraged to contact Disability Resources and Educational Services to discuss your needs and request accommodations.

If you anticipate or experience any barriers to learning in this course, please feel welcome to discuss your concerns with me. We can communicate via email, during office hours, or after class to explore potential solutions and ensure you have full access to the course content and activities.”

Consider giving students an email template to decrease anxiety, such as:

Subject: Request for a Meeting to Discuss Accommodations

Dear Professor [Last Name],

My name is [Your Name], and I am a student in your [Course Name] class. I have a disability that affects my learning, and I would like to discuss possible accommodations with you. Could we schedule a time to meet on [date] to discuss this further?

Thank you for your understanding and support.

Sincerely,

[Your Name]

“Giving students a template allows them to communicate with you more effectively and will help them learn how to communicate professionally in an email setting.” Manny

Back

Inclusive Teaching Philosophy

Inclusive Teaching Philosophy Guidelines

Tips for Writing

1. Be Specific: Use concrete examples to illustrate your points.
2. Use First Person: Write in the first person to make your statement personal and engaging.
3. Avoid Jargon: Use clear, accessible language.
4. Keep it Concise: Aim for 1-2 pages in length.

Back

Inclusive Teaching Philosophy Statement Example

Teaching Philosophy Statement

Growing up as the son of an army veteran, I had the unique opportunity to travel extensively and experience diverse cultures firsthand. These experiences ignited my curiosity about how cultures evolve. This curiosity has shaped my teaching philosophy, which centers on fostering global and cultural awareness in my students. As a professor in the Department of History, my research focused on cultural evolutionary theory and its applications in population genetics, ecology, and demography.

My primary goal as an educator is to cultivate a deep understanding and appreciation of cultural diversity in my students. I aim to equip them with the skills to navigate and thrive in an increasingly interconnected world. I hope that my students leave my classroom with a broadened perspective and a profound respect for different cultures and beliefs.

To achieve these goals, I incorporate a variety of interactive and experiential learning activities. One of my favorite projects is the “Global Pen Pals” initiative, where students are paired with peers from different countries to exchange letters and cultural artifacts. This activity enhances their global awareness and develops their communication skills. As one student remarked, “Connecting with my pen pal from Brazil opened my eyes to new perspectives and made me appreciate our cultural differences.”

Another key activity is the “Cultural Showcase” project, where students research and present a cultural practice or belief different from their own. This project culminates in a class exhibition where students share their findings through creative displays, food, and performances. A student once shared, “The Cultural Showcase was the highlight of the semester. It was amazing to see how much effort everyone put into understanding and representing another culture.”

Inclusivity is a cornerstone of my teaching philosophy. I strive to create a classroom environment where all students feel welcome and valued. I use diverse materials and examples that reflect the rich tapestry of global cultures. I set clear expectations for respectful and open-minded interactions, ensuring every student feels safe expressing their ideas and perspectives.

Assessment in my classroom is both formative and summative, designed to measure academic progress and cultural competence. I use various assessment methods, including reflective essays, presentations, and peer evaluations, to gauge students’ understanding and growth. I provide constructive feedback, encouraging students to think critically and deepen their cultural insights. I also seek feedback from students to continuously improve my teaching practices. One student noted, “The feedback I received was incredibly helpful and pushed me to think more deeply about the cultural topics we discussed.”

I am committed to lifelong learning and professional growth. I have completed three CITL certificates in Teaching Excellence, Inclusive Teaching, and Advanced Strategies for Student Engagement. These recognitions reflect my dedication to enhancing my teaching practices and staying current with the latest educational research and best practices. I also regularly participate in workshops and conferences and volunteer at the local International Prep Academy to further my professional development.

My teaching philosophy is rooted in my personal experiences and a deep commitment to fostering global and cultural awareness. I am dedicated to creating an inclusive and dynamic learning environment where students can explore and appreciate the diversity of the world. Looking ahead, I aspire to further develop innovative teaching methods that enhance students’ cultural competence and prepare them for success in a globalized society.

[Faculty]

Back

Structure and Flexibility

Balancing structure and flexibility in course design is essential for creating a supportive and effective learning environment. Here are some strategies faculty can use:

By integrating these strategies, faculty can create a balanced course design that maintains the necessary structure while accommodating their students' diverse needs.

Back