Teaching Resources

Strategies for Inclusive Teaching and Learning

Resource Overview

Strategies for inclusive teaching and learning at WashU and beyond.

Inclusive teaching and learning refers to modes of teaching and learning that are designed to actively engage, include, and challenge all students. The practice of inclusive teaching can also help instructors broaden and expand their understanding of their own disciplines and of what they hope to accomplish in teaching and in research. The Teaching Center’s strategies for inclusive teaching and learning are developed in collaboration with the Washington University Standing Committee on Facilitating Inclusive Classrooms, and with campus partners such as the Center for Diversity and Inclusion, the College of Arts & Sciences, Cornerstone, the Office of the Provost.


Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. Delacorte Press.

Chesler, M. A. Perceptions of faculty behavior by students of color. University of Michigan. Center for Research on Learning and Teaching. Occasional Papers, 7. www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no7.pdf

Dweck. C. (2006). Mindset: The New Psychology of Success. NY: Ballantine.

Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662.

Kardia, D. and M. Wright. Instructor identity: The impact of gender and race on faculty experiences with teaching. University of Michigan. Center for Research on Learning and Teaching. Occasional Papers, 19. www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no19.pdf 

Lin, S. Y., & Day Scherz, S. (2014). Challenges facing Asian international graduate students in the US: Pedagogical considerations in higher education. Journal of International Students, 4(1).

A new guide on increasing inclusivity in the classroom. Vanderbilt University. Center for Teaching. cft.vanderbilt.edu/2014/11/a-new-guide-on-increasing-inclusivity-in-the-classroom/

Perception Institute. (2014). The science of equality, volume 1: Addressing implicit bias, racial anxiety and stereotype threat in education and health careperception.org/uncategorized/perception-institute-releases-the-science-of-equality/

Project Implicit. Harvard University.

Schmalz, J. (2015). ‘Ask me’: What LGBTQ students want their professors to know. Chronicle of Higher Educationhttp://chronicle.com/article/Ask-Me-What-LGBTQ-Students/232797

Steele, C. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: Norton.

Warren, L. (2002). Class in the classroom.

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