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Equity, Diversity and Inclusion: Policy for Pedagogical Development

In 2020, the University of Utah's Vice President for Equity and Inclusion, Dr. Mary Ann Villarreal, tasked a group of staff and faculty to investigate and report on policies worldwide that encourage ongoing pedagogical development that is centered on div


BIBLIOGRAPHY (with added notes/quotes) 

[note: Dale Larsen was the primary author of the following and it should be taken as an informal bibliography with editor's interpretations, opinions scattered throughout.]

Aloi, D. (2016, September 1). Students discuss inclusive pedagogy for new faculty. Cornell Chronicle.

Newsletter communication sample

Adams, M. (2016). Teaching for diversity and social justice (Third ed.).

Recommended textbook on topic.  Library online copy is here.

Anderson, D. (2020, July 27). Ten new diversity, equity & inclusion initiatives. Today at Elon.

Advocacy communication sample

Center for Faculty Development and Excellence (Ed.). (n.d.). Inclusive pedagogy. Emory University. Retrieved January 6, 2021, from

Example of faculty development advocacy/communication/development 

Center for New Designs in Learning & Scholarship (Ed.). (n.d.). Inclusive pedagogy. Georgetown University. Retrieved January 6, 2021, from

Notable quotes follow: 

Definition: "Inclusive pedagogy is a student-centered approach to teaching that pays attention to the varied background, learning styles, and abilities of all the learners in front of you. It is a method of teaching in which instructors and students work together to create a supportive and open environment that fosters social justice and allows each individual to be fully present and feel equally valued." 

Known Issues: implicit bias, difficult discussions, grading fairly, mentoring across difference, teaching in difficult times 

What a teaching support (like CTLE) could offer: inclusive pedagogy workshop series, custom workshop for a department, one-on-one consultations, in-class teaching assessment 

What the university could sponsor:
faculty fellowships "designed to support full-time faculty in choosing one of their undergraduate courses to redesign, with a goal of enhancing or incorporating themes of diversity and difference". 

Faculty can volunteer their course for a teaching feedback intervention (for lack of a better word -dale) to help foster change 

University teaching grant emphasis/opportunities on "fund(ing) activities that in some way merge the classroom experience with outside or co-curricular opportunities that help students engage with diversity or gain a greater recognition of their own positionality vis-a-vis issues of plurality and social justice"(CNDLS, 2020)

Center for Research on Learning & Teaching (Ed.). (2020). The research basis for inclusive teaching. University of Michigan. Retrieved January 11, 2021, from

            An excellent and oft cited annotated bibliography on inclusive teaching in scholarship

Center for Teaching & Learning Excellence (Ed.). (2021). Inclusive teaching & learning in the classroom. The University of Utah. Retrieved January 11, 2021 from

Inclusive teaching involves intentionally creating an equitable classroom environment that actively engages all students in meaningful and relevant learning, values the contributions of students’ diverse backgrounds, and acknowledges systemic and institutional challenges.

  • Inclusive teaching is a mindset and continually evolving process.
  • Classroom environment impacts student learning as much as academic content.
  • Diversity of perspectives provides a more enriched educational experience.
  • Many consider inclusive teaching to be synonymous with excellent teaching.
    (Center for Teaching & Learning Excellence, 2021)

Chicago Center for Teaching (Ed.). (2020). Inclusive pedagogy. The University of Chigago. Retrieved January 6, 2021, from

Notable quotes follow: 

Detailed pedagogical strategies: lecture inclusively, facilitate inclusive discussions, manage difficult conversations, encourage cooperative learning, vary course content, promote accessible learning spaces, create an inclusive lab, assess inclusively, recognize your biases, remote inclusive teaching, monitor the climate, set classroom norms, reduce anonymity, welcome diverse perspectives, engage in critical assessment (Chicago Center for Teaching, 2020).

Galea, S., Fried, L. P., Walker, J. R., Rudenstine, S., Glover, J. W., & Begg, M. D. (2015). Developing the new Columbia Core Curriculum: A case study in managing radical curriculum change. American Journal of Public Health, 105, S17-S21.

Notable quotes follow: 

Benefit: "Our faculty learned to work together in a more highly interdisciplinary fashion and came to recognize that they had more in common than previously thought. Because faculty members were heavily involved in the process from the start, they felt deeply invested in the curriculum renewal initiative and eagerly volunteered to participate in its teaching. This enabled us to recruit some of the most senior, respected, and effective educators throughout the school. As a result, our new MPH curriculum has had a strong start," 

Gay, W., & Bamford, D. (2007). A case study into the management of racial diversity within an NHS teaching hospital. The International Journal of Public Sector Management, 20(4), 257-271.

Notable quotes follow:


POINTS (paraphrased)

Barrier: "management of racial diversity is highly complex and not likely to be easily attained in a short time frame" 

Barrier: Due to many initiatives at multiple levels of the organization(s), new initiatives should take into account "the ambivalence with which racial diversity is managed" [i.e. the state of having mixed feelings or contradictory ideas about something or someone.]  

Driver: All managers recruited and trained to have a detailed understanding of the complexity of managing racial diversity. 

Driver: University level, or college/department level should build performance targets/criteria for assessment of teaching 

Driver: assessment of teaching should play a role in recruiting of teaching faculty

Hitch, D., Macfarlane, S., & Nihill, C. (2015). Inclusive pedagogy in Australian universities: A review of current policies and professional development activities. The International Journal of the First Year in Higher Education, 6(1), 135–145.

Notable quotes follow: 

Just over a third (34.21%) of Australian universities referred to inclusive teaching or UDL in their policies and procedures. A wide range of current practices in professional development for inclusive teaching was reported, with the most frequent being one-off workshops focussing on accommodating specific groups of students. Improved institutional support through policies, procedures and professional development would enable Australian higher education teachers to provide quality inclusive teaching to all students. (Hitch et al., 2015) 

Value of inclusive teaching statement

An inclusive pedagogy is particularly important to support first-year students in making their transition to higher education… Academic success is enhanced when students feel they belong at a university, have a sense of purpose and are socially connected to at least one other student.  Inclusive teaching approaches engage students and create a sense of belonging… 

Where inclusive concepts can be found in academia:

Teaching and learning policies and guidelines, assessment policies, program review and reaccreditation procedures, internationalisation responsibility policies, course administration guidelines.  As well as university wide policies & procedures (i.e. "principles of inclusive curriculum") (p. 139) 

Inclusive education professional development practices

Induction for new staff and/or professional development workshops

University awards

Curriculum initiatives

Formalized courses (like certificates)

Course monitoring and review

Student evaluation of teaching



Project funding

Student experience working groups

(p. 140)

Haug, P. (2017). Understanding inclusive education: Ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217.

Notable quotes follow: 

"The definition (of inclusive education is) a masterpiece of rhetoric, easy to accept and difficult to be against or even criticize. ‘The current debate is no longer about what inclusion is and why it is needed; the key question is how it is to be achieved’" 

Inclusive education as an initiative may compete with other initiatives currently ongoing (all the pressures & expectations on teaching should be considered as a whole, rather than throwing inclusiveness on the pile of things teachers "should do") ex. Market value of a class, retention & graduation rates, job skills application of a class, local college/department initiatives, etc.  

There is no model of inclusive education that suits every college/department/discipline. "The empirical evidence tells us that to be successful, both importers and exporters of inclusive philosophies must respect local values. (p. 211)". Groups can learn from each other, but copying approaches doesn't seem to work.

InclusiveVT (Ed.). (2020). Inclusive pedagogy. Virginia Tech. Retrieved January 6, 2021, from

Example of faculty development advocacy/communication/development

Intergroup Dialogue Project (Ed.). (2020). The Intergroup Dialogue Project. Cornell University. Retrieved January 6, 2021, from

Providing opportunities to learn with critical dialogue in a class setting, but also enabling/empowering students to affect change in other contexts on campus

Kaplan, I., & Lewis, I. (2013). Promoting inclusive teacher education: Policy [pdf file]. UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific.

Notable quotes follow: 

What is meant by policy?
The term 'policy' broadly refers to the rules, laws and principles that guide the practices of individuals, groups and institutions on various issues, eg inclusive education. Often, international and national policies set out overarching principles and commitments which guide more specific rules and procedures. Putting policy into practice, (in other words, the processes of bringing about the intended effects of policy in reality), is referred to as' policy implementation 'in this advocacy guide.  

Thinking about a policy involves more than just thinking about the texts that describe rules, laws, and principles - it also involves thinking about the discussions, debates, and interactions among people, through which the meanings of the concepts and ideas that make up the policy are shaped. A policy should not be considered static, rigid or fixed in stone; rather it should be understood as part of a dynamic process. 

…it is necessary to always keep in mind that an education policy is not a stand alone area of ​​action, but is part of the broader dynamics and processes of economic and social policy making.  The development of inclusive education is intimately intertwined with inclusive social and economic development. Together, they form the essential basis of inclusive societies.(p.1.). 

The issue of responsibility here is critical - all professionals must be aware of and accept responsibility for their contribution to inclusive education at all levels. Policies have a clear role in promoting such awareness and supporting professionals effectively to enact these responsibilities (p.2). 

…the impact of any policy development and implementation is dependent on the extent and the quality of relationships between education stakeholders. For any policy related to inclusive education to yield intended effects, there is a need for meaningful and sustained collaboration between policy makers and other key stakeholders.

McNair, T., Bensimon, Estela Mara, Malcom-Piqueux, Lindsey E., (2020). From equity talk to equity walk : Expanding practitioner knowledge for racial justice in higher education (First ed.). Association of American Colleges Universities, & Jossey-Bass Inc. (persistent library link)

            Example of a guide to campus transformation and practice

Office of Inclusive Excellence (Ed.). (2020). Inclusive pedagogy. University at Buffalo, The State University of New York. Retrieved January 6, 2021, from

Example of faculty development advocacy/communication/development

Office of the Provost for Diversity (Ed.). (2020). Inclusive classroom initiative. University of Illinois Chicago. Retrieved January 6, 2021, from

Example of faculty development advocacy/communication/development

Oleson, A., & Hora, M. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education, 68(1), 29–45.

Notable quotes follow:

…faculty do not only model their teaching after previous instructors, but also draw upon a varied repertoire of knowledge and prior experiences. These include knowledge derived from their experiences as instructors (46 respondents), their experiences as students (22 respondents), their experiences as researchers (9 respondents), and from their non-academic roles (10 respondents). (abstract)

Pratt Center for Teaching and Learning (Ed.). (n.d.). Inclusive pedagogy scholars program. Pratt Institute. Retrieved January 6, 2021, from

Notable quotes follow:

The Inclusive Pedagogy Scholars Program (IPSP) is funding for faculty (FT/PT) to take paid time to evaluate & assess a school/dept/program with the assistance of a CTLE-like group. A really cool idea that could provide an administration the ability to respond to a nudge from an accreditation report, or student complaint. 


-attending to and supporting all student differences, “by focusing on how achievements in learning are realized through participation in the community of a classroom.” (Florian, 2015)

-taking deliberate steps to ensure that all students, across differences in academic, creative and social background; across differences in race, ethnicity, culture, geographical origin, age, language proficiency, sexual expression, religious beliefs; and across differences of physical and cognitive abilities, feel welcomed, valued, challenged academically and supported in all classroom, studio and extra- or co-curricular spaces,

-being proactive and immediately responsive in addressing any expressions, large or small, of harassment, stereotyping, discrimination, hate speech or intolerance aimed at any person or group of people, whether those people are present in the classroom or not.

Pring, R. (2018). Philosophical debates on curriculum, inequalities and social justice. Oxford Review of Education; Oxford, 44(1), 6–18.

Notable quotes follow:

"the challenge is to justify why some should be treated differently from others. The underlying principle would be that one ought not to treat everyone differently or unequally unless good grounds can be given for so doing. The burden of proof lies on the shoulders of those who want to discriminate, rather than on the shoulders of those who want to pursue equal treatment for all. (p.9.)" 

"…And that is particularly significant where that special treatment (for example, the grammar school) is the route to higher paid jobs.(p.9)"

Rankin, S., & Reason, R. (2008). Transformational tapestry model: A comprehensive approach to transforming campus climate. Journal of Diversity in Higher Education, 1(4), 262–274. 

Sen, S. (2005). Diversity and North American planning curricula: The need for reform. Canadian Journal of Urban Research, 14(1), 121-144.

Notable quotes follow: 

"This section presents underlying categories and themes behind the incorporation of diversity in the planning curriculum. These emerged from content analysis and a critical assessment of 78 courses, and analysis of the interviews."

University of Reading. (2017, November 10). Policy on inclusive practice in teaching and learning. In Guide to policy and procedures for teaching and learning (2018 ed., pp. 1-5). University of Reading. Retrieved January 6, 2021, from

Example of an actual policy

(communication plan for implementation)

Information on the policy is being communicated to academic staff across the institution as are training and support resources to help enable the successful implementation of the policy. An Implementation Group is working with Schools and Services to ensure effective implementation, including monitoring its impact. Briefings have also taken place with student course reps. Students’ active support for their teaching staff in delivering an inclusive teaching and learning environment is welcomed, so do talk to your tutors if you have any concerns over inclusive practice on your programme or module (p.1.). 

Marriott Library Eccles Library Quinney Law Library