Inclusive Teaching
Inclusive teaching recognizes that it is not enough to have a diverse group of people learning together, but those often marginalized must be actively included and valued. Recognizing that inclusion is not always enough to address systemic issues in higher education, we also work to make learning spaces more equitable by addressing structural issues with systemic change. More on inclusive and equity-based teaching.
Congratulations to the 2024 Graduates of the Inclusive Teaching Academy! Twenty-five faculty from 14 departments have engaged in this impactful program and completed action plans to engage in and promote inclusive teaching at Oakland University. Learn more about the participants and what they will be working on in the coming year.
About the Program
The purpose of the Inclusive Teaching Academy is to strengthen the knowledge and understanding of inclusive and culturally responsive teaching, use data and self-reflection to inform teaching, and incorporate evidence-based, high-impact practices.
Spring 2025
(online course, with twice-weekly on-campus discussions and workshops)
- Part 1 (Inclusive Teaching Project Massive Open Online Course (MOOC) with twice-weekly community of practice meetings): Mondays and Wednesdays, 12-1:30pm, May 7-28
- Part 2 (course planning workshops): Monday, June 2 and Wednesday, June 4, 12-1:30pm
Estimated time commitment: 10 hours per week
Action Plan Portfolios due June 11
- STEM focus, but applicable to all faculty from any discipline
- Any OU instructor of record (i.e., lead instructor of any course at Oakland University) who can complete the program requirements
- Completion of Inclusive STEM Teaching online course
- Consistent participation in weekly meetings
- Robust course implementation plan
- Graduates will receive a $1,000 stipend
A MOOC is an online course designed to be accessible to a large number of participants over the internet. MOOCs are typically open to anyone who wants to enroll, and they often do not have strict prerequisites or admission requirements, making them accessible to a global audience. Most MOOCs offer a certificate for those who complete required activities. While they can usually be done at any time, sometimes MOOCs will offer time-based discussion forums and other interactive elements.
A community of practice is a group of people who share common goals and attitudes, and who meet weekly throughout the course to help contextualize the content within the OU teaching environment and institutional culture. Participating in this community of practice will allow participants to experience deep, meaningful conversations and personal growth in a supportive environment.
Participants will use their new understanding and reflections to implement changes to their practices and courses. These will be led and supported by CETL staff. Participants will share how their learning and new practices have influenced their classroom experiences
A New Syllabus Template and Top Tips for Inclusive Teaching
- This updated syllabus template and its recommendations can welcome students in a positive way and provide transparency about your expectations.
- A welcome message before the semester (1-3 days before Day 1) will help you build a relationship with students even before class begins. See starter language in CETL's Class and Student Communication Templates.
- Students are more likely to reach out for help when they are comfortable. Getting to know you through a short bio in the syllabus, Moodle profile, or a welcome video can make an impact.
This self-paced program offers learning activities that deepen our knowledge of the many ways the human mind works, understand the experiences of neurodivergent learners, and how to design inclusive learning environments accordingly. Activities include podcasts, discussion boards, worksheets, videos, and more. Those who complete at least five activities in the Neurodiversity in the Classroom eSpace can earn a certificate and earn a badge. While activities focus on teaching, anyone at Oakland University is welcome to join any part of the program. For questions and to explore group facilitation options, contact Christina Moore at [email protected].
Watch the Neurodiversity in the Classroom series, featuring select videos from the program.
Program Activities
- Teaching Neurodivergent Students (Guest Speaker Webinar Program Launch)
- Building Knowledge on Neurodiversity: Podcasts and Padlet
- Neurodivergence and Autism: Serving Knowledge, Clearing Misconceptions (Interactive Instructional Video Series with Dr. David Schwartz)
- Shared Responsibilities and Possibilities: Perspectives from Neurodivergent OU Students (Video Series, Worksheet)
- Addressing Hesitancies in Teaching for Neurodiversity (Faculty Video with Dr. Fabia Battistuzzi, with Discussion Forum)
- Helping Autistic Students Thrive in a World Not Designed for Them (Workshop with OUCARES Director Alicia Garcia)
- Choose Your Adventure: Neurodiversity-Aware Teaching Practices (Modules on Transparency, UDL, and Group Work)
- Neuroaffirmative Practice in Action: Applying Principles to Practice
Center for Excellence in Teaching and Learning
100 Library Drive
Rochester, Michigan 48309-4479
(location map)
(248) 370-2751
[email protected]
Center for Excellence in Teaching and Learning
100 Library Drive
Rochester, Michigan 48309-4479
(location map)
(248) 370-2751