The diversity of students at Penn is a tremendous asset for teaching and learning, whether in the classroom, lab or mentorship. Teaching inclusively, though, comes with challenges and the responsibility to create an environment in which all of our students can achieve to the best of their abilities and none of our students feel marginalized.
Penn faculty, along with CTL, are engaged in finding and deploying best practices in inclusive teaching. In workshops and one-on-one consultations, CTL supports faculty and graduate students in reflecting on and adopting teaching practices inclusive of a diverse student body.
Teaching Practices & Course Design
Below are guides to thinking about inclusion and equity in teaching. CTL’s evidence-based strategies provides teaching practices that encourage inclusivity and equity, regardless of course content. The Racial Equity Course Review supports instructors in reflecting on their course content and how it may or may not contribute to racial equity. Links to research into inclusive teaching can also be found below.
- CTL's 6 Evidence-Based Strategies and Practices
- Racial Equity Course Review Guide
- Literature on Inclusion Across the Disciplines
CTL Inclusive & Equitable Teaching Programs
Inclusion in the Syllabus & Policies
- Creating a Syllabus That Welcomes First-Generation, Low-Income (FGLI) Students
- Addressing Course Costs
- Policies to Encourage Student Mental Health & Wellness
Inclusive Teaching at Penn
See Phil Gressman's feature in the Almanac for his piece, "Social Belonging in Introductory Calculus."
"My professor was saying 'I separate the paper from the person that you are.' That experience stayed with me because it taught me about compassion--that intellectual endeavors without compassion ultimately cease to have value."
"I asked a student who seemed reluctant to participate in class to come to office hours. I just started out by telling her that I really valued her perspective and I wished that I could hear her voice more in class. I saw her tear up. I was prepared for a much longer conversation about how she could participate more and different strategies... but no, she just thanked me. For the rest of the semester she was participating."
To learn about more techniques and ways of thinking Penn faculty employ to teach inclusively, see the full video.