Michael V. Drake Institute for Teaching and Learning

Foundations of Inclusive Teaching

Michael V. Drake Institute for Teaching and Learning

Overview

The Foundations of Inclusive Teaching Endorsement has been curated by Drake Institute staff to equip educators with the knowledge and application skills necessary to create an inclusive and supportive learning environment. This endorsement emphasizes the importance of inclusive teaching strategies to enhance accessibility, transparency, student engagement, and sense of belonging. Participants will gain awareness of the diverse backgrounds, experiences, interests, and learning needs of their students, and develop the ability to self-reflect. Additionally, educators will learn about common challenges faced in the classroom, such as incivility and potentially offensive comments, and explore strategies to address these situations effectively.  Participants will become aware of the university resources available to support inclusive teaching, ensuring they are well-equipped to create an inclusive and engaging educational environment. 

This endorsement is grounded in evidence-informed teaching strategies, ensuring that participants are equipped with effective practices to support students’ success.  Requirements for the endorsement will introduce participants to a variety of practices and frameworks, including Universal Design for Learning (UDL) and Transparency in Learning and Teaching (TILT). 

 

Get Started

Learn more about Endorsement requirements and offerings.

Apply for Endorsement

Complete your required documentation.

Learning Outcomes

Participants will be able to:

  • Define transparency as an inclusive teaching practice by providing teaching and learning examples.
  • Identify common, difficult issues or situations experienced by instructors or students that can affect classroom environment, student sense of belonging, and/or other challenges in teaching.
  • Reflect on their own inclusive teaching practice.
  • Describe the diversity of students’ abilities, backgrounds, experiences, identities, interests, and learning needs. 
  • Apply evidence-based inclusive strategies in learning environments.

 

Participation Requirements

  • Participants must complete one experience in each of the following categories: Awareness of Diversity of Students; Civility/Classroom Conflict/Classroom Environment; Feedback/Reflection; Transparency; and Universal Design for Learning (UDL).  Options for experiences are listed in the "REQUIRED" table below.
  • Participants must also complete two additional foundational inclusive teaching experiences.  Options for these experiences are listed in the "ELECTIVES" table below.
  • Please note: many of the experience options are listed in more than one category, and/or listed as both REQUIRED or ELECTIVE options.  Each experience can only be "used" one time.  (I.e. if you "use" Fostering Inclusive Teaching Online to fulfill the Civility/Classroom Conflict/Classroom Environment requirement, you cannot also "use" it to fulfill the Feedback/Reflection requirement).

 

Verification

The final teaching endorsement application will require you to upload the following:

  • BuckeyeLearn certificates for each workshop you attended
  • Confirmation/documentation for Inclusive Teaching electives not tracked in BuckeyeLearn if applicable (e.g. Individual Instructional Consultation, MCFI, SGID)

View instructions to access BuckeyeLearn certificates here.

 

Program Elements

REQUIRED
Choose one experience from each category (no overlaps; each experience can only be "used" once)

Experiences

Workshops are offered on a rotating basis.  Check our Workshops and Events page to see what's offered each semester.

Awareness of Diversity of Students

Choose one:

  • An Introduction to Evidence-Based Active Learning
  • Classroom Environment Strategies to Foster Student Sense of Belonging
  • Introduction to Inclusive Teaching: Universal Design for Learning
  • Introduction to Teaching New First Year Students
  • Making Your Course Accessible to All Learners (Asynchronous Online Training)
  • Striving for Inclusive Teaching in the Health Professions through UDL
  • Syllabus Strategies to Foster Student Sense of Belonging
  • Teaching the Second Year Student: What Should We Be Thinking About?
  • Trauma-Informed Teaching
Civility/Classroom Conflict/Classroom Environment

Choose one:

  • Classroom Environment Strategies to Foster Student Sense of Belonging
  • Fostering Inclusive Teaching Online (Asynchronous Online Training)
  • From Debate to Dialogue 
  • From Debate to Dialogue in the Classroom: Strategies to Build Connection Across Difference
  • Introduction to Teaching New First Year Students
  • Introduction to Inclusive Teaching: Universal Design for Learning
  • Making Your Course Accessible to All Learners (Asynchronous Online Training)
  • Syllabus Strategies to Foster Student Sense of Belonging
  • Teaching the Second Year Student: What Should We Be Thinking About?
  • Trauma-Informed Teaching
Feedback/Reflection

Choose one:

  • Classroom Environment Strategies to Foster Student Sense of Belonging 
  • Fostering Inclusive Teaching Online (Asynchronous Online Training) 
  • Introduction to Teaching New First Year Students 
  • Syllabus Strategies to Foster Student Sense of Belonging  
Transparency

Choose one:

  • Strategies for Transparency in Teaching 
Universal Design for Learning

Choose one:

  • Introduction to Inclusive Teaching: Universal Design for Learning
  • Striving for Inclusive Teaching in the Health Professions through UDL 

 

 

 

ELECTIVES
Choose two additional experiences from any category - you may choose two from the same category, or choose from multiple categories (no overlaps; each experience can only be "used" once)

Experiences

Workshops are offered on a rotating basis.  Check our Workshops and Events page to see what's offered each semester.

Awareness of Diversity of Students
  • An Introduction to Evidence-Based Active Learning
  • Classroom Environment Strategies to Foster Student Sense of Belonging
  • Introduction to Inclusive Teaching: Universal Design for Learning
  • Introduction to Teaching New First Year Students
  • Making Your Course Accessible to All Learners (Asynchronous Online Training)
  • Striving for Inclusive Teaching in the Health Professions through UDL
  • Syllabus Strategies to Foster Student Sense of Belonging
  • Teaching the Second Year Student: What Should We Be Thinking About?
  • Trauma-Informed Teaching
Civility/Classroom Conflict/Classroom Environment
  • Classroom Environment Strategies to Foster Student Sense of Belonging
  • Fostering Inclusive Teaching Online (Asynchronous Online Training)
  • From Debate to Dialogue 
  • From Debate to Dialogue in the Classroom: Strategies to Build Connection Across Difference
  • Introduction to Teaching New First Year Students
  • Introduction to Inclusive Teaching: Universal Design for Learning
  • Making Your Course Accessible to All Learners (Asynchronous Online Training)
  • Syllabus Strategies to Foster Student Sense of Belonging
  • Teaching the Second Year Student: What Should We Be Thinking About?
  • Trauma-Informed Teaching
Feedback/Reflection
  • Classroom Environment Strategies to Foster Student Sense of Belonging 
  • Fostering Inclusive Teaching Online (Asynchronous Online Training) 
  • Introduction to Teaching New First Year Students 
  • Syllabus Strategies to Foster Student Sense of Belonging 
Transparency
  • Strategies for Transparency in Teaching 
Universal Design for Learning
  • Introduction to Inclusive Teaching: Universal Design for Learning
  • Striving for Inclusive Teaching in the Health Professions through UDL 
Additional Options for Elective Experiences

Get Started

Learn more about Endorsement requirements and offerings.

Apply for Endorsement

Complete your required documentation.