These modules are designed support faculty members at the University of Denver and beyond in developing the necessary knowledge-base to enact inclusive praxis while succeeding in critical roles throughout their academic life-cycles. This dynamic platform engages faculty asynchronously while providing an overview of anchoring diversity considerations and theoretical frameworks.

Within each module, educators can engage in in-depth exploration through carefully curated content including:
  • teacher presenting Venn diagram

    An introduction to a critical framework

  • stack of books

    Downloadable academic articles

  • notebook

    Guidelines for incorporating inclusive practices into your teaching

  • play button

    Recommended TED Talks, websites and other resources

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Trauma Informed Pedagogy

Trauma-Informed and Healing-Centered pedagogies are responsive to broad experiences of individual and community trauma in relation to academic settings, teaching, and learning...

woman standing in crowd

Spiritual and Religious Diversity

Spirituality, secularism, and religion are complex and expansive topics that warrant careful consideration in North American college campuses...

students at a pride event

Sexual Orientation and Gender Identity

Gender identity and expression are complex concepts that have come to the forefront of recent national conversations around diversity and inclusion in Higher Education...

excited teacher talking to students

Inclusive Excellence

Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff...

two women with head scarves walking on campus

Inclusive Pedagogy

Inclusive Pedagogy is the purposeful embodiment of inclusive teaching practices toward multiple student identity groups...

ladies clapping

Intersectional Pedagogy

Intersectional Pedagogy is an approach to teaching and learning by which inequality and exclusion resulting from intersecting social identities are understood, explained, and challenged...

native americans with traditional blankets

Native American Pedagogies

American Indian students make up 1% of the total population in the United States. Despite 85% of Native students attending public schools, these students have the highest dropout rate of any racial or ethnic group at over 65%...

women in science class

Universal Design for Learning

Universal Design for Learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners by dismantling participation barriers...

person riding their bike across du campus

The Community of Inquiry Model

The model of a community of inquiry consists of three key elements of an educational experience: Teaching presence, cognitive presence, and social presence... 

students engaged in listening

Inclusive Assessment

Assessment is an iterative, methodical, and participatory process designed to strengthen teaching and learning practices. Just as doctors deliver treatments in consultation with medical data...


Upcoming Modules

This website is updated monthly to include new modules created by faculty members, graduate and undergraduate students, affinity group leaders, and academic administrators.

Upcoming modules include:

  • Accessibility 
  • Implicit Bias in Course Design, Classroom Management and Assessment
  • Invisible Labor and White Fragility in the College Classroom.


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What content would you like us to cover next?

We invite you to reach out with your input, as well as your challenges, and questions. 

Get in Touch

DU campus building

Learning Goals

The Inclusive Teaching Practices Portal is designed as a resource to help you answer questions such as:

  • How might my identities and worldview influence the way I teach and interact with students?
  • How can I foster interpersonal dialogues that honor multiple perspectives and validate students' experiences?
  • Does the material and content in my course reflect and honor multiple perspectives?
  • What powers and privileges might be reinforced in the curriculum that I teach?
  • Do my course activities, assignments and exams meet the needs of all learners through a combination of group work, individual work, and collaborative learning opportunities?
  • Does my class provide multiple perspectives by incorporating "real world" cases or research, guest speakers, films, etc.?
  • How can I provide multiple ways of presenting information, scaffolding learning and allowing for student choice?
black women leading a seminar

Inclusive Learning Statement

I want you to get a sense for what an Inclusive Learning Environment statement looks like. The following statement was developed by DU's Faculty Senate, and is one we recommend using and adapting:

In this class, we will work together to develop a learning community that is inclusive and respectful. Our diversity may be reflected by differences in race, culture, age, religion, sexual orientation, socioeconomic background, and myriad other social identities and life experiences. The goal of inclusiveness, in a diverse community, encourages and appreciates expressions of different ideas, opinions, and beliefs, so that conversations and interactions that could potentially be divisive turn instead into opportunities for intellectual and personal enrichment.
A dedication to inclusiveness requires respecting what others say, their right to say it, and the thoughtful consideration of others’ communication. Both speaking up and listening are valuable tools for furthering thoughtful, enlightening dialogue. Respecting one another’s individual differences is critical in transforming a collection of diverse individuals into an inclusive, collaborative and excellent learning community. Our core commitment shapes our core expectation for behavior inside and outside of the classroom.