Features of an Inclusive Syllabus

inclusive teaching banner_FINALby Debie Lohe, Director, Reinert Center

Creating an inclusive learning environment begins with the course syllabus. In spite of how packed with information our syllabi can be, they often exclude more than they include. Disciplinary jargon and institutional abbreviations, the unwritten academic “rules of the game” we assume all students understand, the tone used when we lay out (un)acceptable student behaviors—in all of these choices, we communicate (however unintentionally) messages about how inclusive or exclusive our courses will be.

These messages have the potential to start students off on inequitable footing from the outset. First-generation college students or brand-new doctoral students may not yet understand the norms of formal academic work in higher education. Novices beginning their study of a subject for the first time may not be able to understand course descriptions that include discipline-specific concepts. Students with certain kinds of disabilities may find classroom participation or course attendance policies at odds with their ability to be successful in a course.

To use the syllabus as a tool for inclusion, consider the extent to which your syllabi reflect the following features. Among other things, an inclusive syllabus . . . .

Incorporates content that represents a diverse set of perspectives and experiences: choosing content from authors/creators of diverse social identities and disciplinary sub-fields helps students to see that scholars from all identity groups have a stake in the work of your field and that success in the field is not limited to a privileged few.

Prioritizes learning over content and/or rules: this may include stating learning goals explicitly, framing major assignments as learning activities (rather than grading activities), offering guidance on how to study / read / prepare for class successfully, and providing some of the rationale behind important course design decisions.

Is framed as an invitation, rather than a contract: this may include an emphasis on the opportunities for learning the course will present, a tone that does not alienate students, and a focus on what students will gain from the course and what kinds of actions lead to those gains rather than a focus on rules and behavior to be avoided.

Explicitly articulates the norms and/or hidden “rules” you assume all students know: many students come to us without clear understanding of classroom norms or “rules” for successful academic work in the university setting. This is true of first-generation college students, students who come to study in the U.S.A. from other cultures/countries, and students returning to school after a significant time away. The more explicit you can be about your expectations, the more likely students will be to meet the high standards you set. (For more on academic rigor and inclusive teaching, see this blog post.)

Explicitly values differences in students’ social identities and considers how these might affect students’ experience in the course: including language that explicitly values diversity, privileges dialogue over debate, and considers the types of supports some students may need are ways to demonstrate your commitment to inclusion. This may take many forms, including: asking students to indicate their preferred gender pronoun (rather than assuming you know from appearance), expressing explicit value for divergent points of view, creating ground rules for inclusive dialogue, and incorporating inclusive statements about course content.

Allows for multiple ways to learn and demonstrate learning: This might include varying assignment types to balance individual and collaborative tasks or written and oral tasks. Or, it might include allowing students to choose how they will demonstrate their learning and achievement of assignment objectives.

There are lots of other ways to make your syllabus more inclusive, including other practices advocated for by those committed to universal design of instruction. (This website from the University of Washington [LINK] offers a good overview of UDI. And this Before [PDF] and After [PDF] view of one syllabus offers an example of small changes that can make your syllabus design more inclusive.)

The next time you create or revise a syllabus, consider incorporating the features described above. You don’t need to add them all at once; try layering a few strategies each time you revise your syllabus and see what you think.

This blog post is part of the Reinert Center’s 2016-2017 focus on Inclusive Teaching. To learn more about the year’s theme, and about programs and resources associated with it, see our webpage on Inclusive Teaching [LINK]. To talk with someone about how you can design and teach courses in more inclusive ways, contact the Reinert Center at cttl@slu.edu.

A Creative Teaching Tip that Doesn’t Involve Reinventing the Wheel

Reinert Center typeset_icon_2014_solid_082214by Elizabeth Gockel-Blessing, Associate Dean for Student and Academic Affairs, Associate Professor, Department of Biomedical Laboratory Science

PROLOGUE: Setting the Stage

For over 20 years, I taught a medical laboratory science course that contained an interactive case study unit.  The cases consist of a short introduction of the patient under investigation, the patient’s symptoms, and initial laboratory tests and results that not only need interpretation, but often require the determination of next steps.  Some of the cases require students to predict the outcome of performing such next steps along with justification for their use.  My original goal for this unit was to create and present a series of “no frills” interactive cases.  I paid no attention to consistency, details, and connections between and among them.   As I am sure many readers can relate, I was only a unit or so ahead of the class in preparation and thus time was of the essence.  It did not take long at all before realizing how boring these traditional case studies were for not only me as the teacher but also for the students.  I was in the process of slowly converting my courses from traditional formats to using creative strategies whenever possible.  The time had come to transform the interactive case study unit.  My next challenge was how to do so without reinventing the wheel.

ACT ONE: Getting the Wheel in Motion

After significant “incubation” time during which I pondered this challenge and possible creative solutions, the light bulb went off!  What if I were to integrate a theme into these cases so they all were connected?  This could work if I selected a theme that spoke to the audience.  One of my first thoughts was to build a theme around one of my favorite shows in college, Dallas. I say this in part because, like so many of us, we know where we were when we found out who shot J.R.!  Just for the record, I was in the common living room area of my College dorm where the only television was located. I will never forget Sue Ellen’s famous line:  “It was YOU, Kristen who shot J.R.!” Sadly, when I had the opportunity to ask the students the question as to whether they knew who shot J.R. on the television show Dallas, to my disappointment, I received a resounding response of “Who is J.R.?”  Ouch!  I am getting older!

Another thought regarding a theme that crossed my mind would be to select a current television show. The only shows that I even knew something about were the medical and CSI shows of the day.  I was already using them creatively in a different course that these same students would eventually take.  Sadly, I did not (and still do not) know enough about other modern day shows to effectively use them.  So needless-to-say, none of these shows was not an option for an appropriate theme.

It was critical for me as the teacher that the students relate to the theme selected.  Upon further reflection, I remembered earlier non-course related conversations with the students that, thanks to Nickelodeon and other like television channels, they were familiar with some of the shows from “yesteryear” (a.k.a. my growing up years).  I marveled at the fact that these students actually knew about Gomer Pyle, Gillligan’s Island, and The Munsters!  After careful consideration, I settled on The Andy Griffith Show.  While I might have been able to do so with other shows of the day, I liked this one as it allowed me to create a “world” relatively easily, in this case the fictional town of Mayberry, in which the characters lived, worked, and played.  Finally, I was on to a theme that just might work!

ACT TWO:  The Wheel Goes Round and Round

I systematically and thoughtfully reviewed each interactive case study to determine which Andy Griffith show character best fit as the “person of interest” (that is, the patient).  I tweaked each case study just enough to assign it the appropriate character name, connect it to the other cases in the unit, and contribute to the “world” of Mayberry.

The original interactive case study unit had an “overview” section that was in writing.  To introduce the students to this unit of instruction, I verbally went through the overview section in class.  I made the necessary revisions to both the written overview & the pertinent section of the corresponding introduction to the unit lecture.  I tweaked the remaining content in this unit and wove the Andy Griffith Show theme thread throughout the class sessions that accompanied the case study unit.  It was great because the course content was already in place. All I had to do was change the fictitious patient names and incorporate aspects of the show into the sessions as appropriate.  Furthermore, I had the students assume the role of laboratorian in the Mayberry hospital laboratory responsible for the testing and analysis of laboratory samples on these patients.

By the end of the unit, students were very familiar and became engaged with Mayberry and all of the key characters, whether they knew much about the show before or not. As new details regarding the characters’ medical conditions were revealed, the students began to not only put the medical puzzle pieces together, but also that of the deep connection between these fictional characters and themselves.   To my great delight, the students overwhelmingly enjoyed this themed unit of study.  In fact, I continued the theme into the corresponding exam.  I particularly remember how I conducted a mini-observation study by watching the body language of the students taking this exam.  The smiles, smirks and subtle grins “sealed the deal” for me moving forward!


What I described here is just one of the many creative strategies I implemented into my teaching over the years.  What a difference some tweaking to an established unit of study can make not only for the students but also for me as the teacher.  Students repeatedly told me that they love the fact that these strategies are non-traditional and as such they look forward to upcoming classes in the course because they don’t know what will happen next.  I love the potential element of surprise and suspense, not to mention the challenge that goes along with keeping class sessions new and fresh!  Students particularly seemed to gravitate and relate to the fact the fictitious characters turned fictitious patients were all connected both in the show and in the unit of study.  I found the unit to be a refreshing change of pace.  The class sessions and case studies were connected by the fictitious town of Mayberry and its patient citizens.  The students participated as laboratorians in the Mayberry hospital laboratory.  I was able to incorporate content consistency and provide details under the auspices of the themed unit of study.  Seeing the students’ reactions and engagement transformed the once boring case study unit into one with creatively presented content, rigor, and humor.

I am eager to take this concept further by more emphasis on the students’ role in such units of study.  I can see how many related aspects to laboratory medicine such as ethical considerations and managerial responsibilities could be incorporated into such units of study. So, here’s my challenge to you:  What teaching adjustments will you make that don’t reinvent the wheel?

Sustainability Pedagogy

Reinert Center RIT_circle_2014_solid_082214by James Fortney, Instructional Developer, Reinert Center

In August 2016, the Reinert Center co-sponsored a daylong workshop focused on sustainability in curriculum development and individual course design. A goal of the workshop was to find ways to empower students with the tools and knowledge they need to be leaders in a future characterized by rapid social inequality and environmental changes. A framework that I find particularly useful for developing this goal in the context of any course is the Burns Model of Sustainability Pedagogy.

Dr. Heather Burns at Portland State University (2015) describes sustainability in two ways:

“Sustainability has generally come to mean taking a stance toward making changes and finding solutions to address complex cultural and ecological problems. Sustainability can also be understood as transformative personal and communal shifts to ways of being and acting that critically question dominant systems and are more relational, interconnected, place based, and in balance with ecological systems” (p. 260).

At the intersection of these perspectives, Dr. Burns has developed a pedagogical model that brings together “content that is thematic and multidisciplinary, perspectives that are diverse and critically question dominant paradigms and practices, a process that is participatory and experimental, and a context that is place based” (Burns, 2009, p. 197). This pedagogical approach utilizes an ecological course design process to create transformative opportunities for learning as sustainability (e.g., Burns, 2011; Sherman & Burns, 2015; Sterling, 2002).

The course (re)design process is further detailed in the articles referenced at the end of this blog, with step-by-step questions to consider when developing courses that incorporate sustainability as a topic and/or a central learning goal for any discipline. The authors also provide examples from their own teaching to help demonstrate the interdisciplinary application and implementation of the model. Each example underscores the goal of sustainability pedagogy: “to empower learners with the ability to solve complex problems in order to make personal and collective changes that will create a more just and desirable society” (Sherman & Burns, 2015, p. 241).

If you would like to learn how to develop sustainability pedagogy in your teaching, I encourage you to explore the ideas described in the articles referenced below. You can also contact the Reinert Center to schedule a teaching consultation to discuss the implications of sustainability pedagogy for course design.


Burns, H. L. (2009). Skilled in sustainability: Teaching sustainability in skills-based courses. In W. L. Filho (Ed.), Sustainability at universities: Opportunities, challenges and trends (pp. 195-205). Frankfurt: Peter Lang.

Burns, H. L. (2011). Teaching for transformation: (Re) Designing sustainability courses based on ecological principles. Journal of Sustainability Education, 2, 1-15.

Burns, H. L. (2015). Transformative sustainability pedagogy: Learning from ecological systems and indigenous wisdom. Journal of Transformative Education, 13, 259-276.

Sherman, J. D. B., & Burns, H. L. (2015). ‘Radically different learning’: Implementing sustainability pedagogy in a university peer mentor program. Teaching in Higher Education, 20, 231-243.

Sterling, S. (2002). Sustainable education: Re-visioning learning and change. Devon, England: Green Books.

Congratulations Fall 2016 Certificate in University Teaching Skills Recipients!

The Reinert Center for Transformative Teaching and Learning honored a record number of completions for a fall semester, with eighteen Certificate in University Teaching Skills recipients and six Foundations Certificate in University Teaching Skills recipients at our Fall Ceremony on Friday, December 2, 2016.

Dr. Elizabeth Richard, from the Department of Communication, began the ceremony by sharing a reflection on teaching with the recipients, friends, and family in attendance. Dr. Richard is long time supporter of the Certificate program, and often serves as a mentor for certificate participants

This semester’s Certificate in University Teaching Skills recipients are Mayra Aragon Prada, Jesse Balaban-Feld, Amy Boland, Jill Fitzgerald, Gina Fullam Noia, Tanyathorn Hauwadhanasuk, Courtney Iberg, Cherell Johnson, Lindsey Joyce, Leah Kaylor, Marcey Kennedy, Laura Klein, Susan Lee, Dana McWay, Adam Messer, Katelyn Poelker, Maya Tabet, Justin Zweck.  The recipients of the Foundations Certificate are Wala Almostadi, Priscilla Fernandez, Angela Hiefner, Paul Hotfelder, Breanna Kemper-Damm, and Kathy Kienstra.


The requirements for the Certificate in University Teaching Skills are themselves learning experiences that help participants to make deliberate and intentional choices about teaching. This ceremony acknowledged the time and commitment these participants gave to earning one of the Certificates.

For more information about our certificates visit http://slu.edu/cttl/programs-and-services/certificate-programs.

To listen to Dr. Elizabeth Richard’s Reflections on Teaching, please click the podcast link below.


New resource guide on Active Listening to Support Inclusive Teaching

inclusive teaching banner_FINALA new resource guide on Active Listening to Support Inclusive Teaching [LINK] has been posted to the Reinert Center website [LINK].

If you want to talk with someone about active listening in your own classes, you may request a teaching consultation by completing this form [LINK].

If you have ideas for resource guide topics you would like to see posted, share them here [LINK].

How Inclusive Are Your Courses? Tools for Self-Assessment

inclusive teaching banner_FINALby Debie Lohe, Director, Reinert Center

As part of the Reinert Center’s ongoing focus on inclusive teaching, we continue to add just-in-time resources and tips to our website, in order to help faculty act on their commitments to design and teach courses with inclusion as an explicit priority.  In spite of our best intentions, we can sometimes find it difficult to imagine, in practical terms, what inclusive courses and course materials look like.

Our newest resource — Before/After Course Materials — provides concrete examples of course materials in two forms, how they appear before they were revised to be more inclusive and how they appear after revisions. These materials supplement our brief Resource Guides and other practical resources.

For those who want resources more directly applied to their own courses and teaching, we recommend the following tools:

Strategies for Inclusive Classrooms (Linse & Weinstein): This checklist activity reflects the literature on inclusive teaching practices and asks instructors to take stock of which practices they already use or might use in the future.

Inclusive Teaching Checklist (Univ. of Tasmania): Adapted from the University of Calgary, this checklist also includes concrete inclusive teaching practices, also reflecting the literature on inclusive teaching.

Inclusion by Design: Survey Your Syllabus (Brantmeier, Broscheid, & Moore): Inspired by the learning-focused syllabus rubric developed by the University of Virginia, this self-survey tool explicitly adds the focus of inclusion. Faculty may find it beneficial to use this tool to structure self-reflection on their own courses.

Each of these tools provides a way to self-assess how inclusive their teaching and courses are, while also prompting new ideas for additional strategies that may be adopted. You might find one or more of these tools helpful as you reflect on your spring courses over the winter break.

This blog post is part of the Reinert Center’s 2016-2017 focus on Inclusive Teaching. To learn more about the year’s theme, and about programs and resources associated with it, see our webpage on Inclusive Teaching [LINK]. To talk with someone about how you can design and teach courses in more inclusive ways, contact the Reinert Center at cttl@slu.edu.

Transparent Assignments

inclusive teaching banner_FINALby Sandy Gambill, Sr. Instructional Developer, Reinert Center

What if I told you it was possible to “increase academic confidence, a sense of belonging, and mastery of skills that employers look for when hiring,” in your students, simply by implementing a couple of small changes in the way you present assignments?

That was the challenge given to 35 faculty at 7 different institutions in a joint project by The Transparency in Learning and Teaching Project and the AACU, as part of a study of what would happen when faculty dealing with underserved students (primarily first generation, low income, minority students) redesigned two assignments to be more transparent and project-centered.

Redesigning an assignment for transparency may sound complicated, but it is a relatively simple matter. It’s what Mary-Ann Winkelmes, principle investigator on the study, referred to as decoding “the secret, unwritten rules of how to succeed in college,” and there is a template for it.

The Transparent Assignment Template utilized by the project uses these prompts:

  1. Purpose of assignment: what skills are practiced and what knowledge is gained.
  2. The Task: What to do and how to do it.

  3. Criteria: a checklist or rubric for self-evaluation and annotated examples of excellent examples of the assignment.

Faculty in the study taught two sections of the same course, one with the redesigned assignments and one without. Approximately 1,800 students were involved. Faculty reported that they saw such gains in all students’ learning that it became difficult to keep the redesign out of both sections, and many of them ended up using the template for more than two assignments. Students who took part in the survey around the assignments made statements such as “I knew the purpose of each assignment” and reported increased confidence in “learning on their own” and “applying skills and knowledge from different contexts.” Sections with the re-designed assignments also had significantly higher retention rates.

The complete study is available in the Winter/Spring 2016 issue of Peer Review available here. (http://www.aacu.org/peerreview/2016/winter-spring/Winkelmes)

So, would you be interested in helping your students achieve more through assignment redesign? Contact the Reinert Center for more information.


Transparency in Teaching and Learning Project

Peer Review, Winter-Spring 2016

The Unwritten Rules of College

This blog post is part of the Reinert Center’s 2016-2017 focus on Inclusive Teaching. To learn more about the year’s theme, and about programs and resources associated with it, see our webpage on Inclusive Teaching [LINK]. To talk with someone about how you can design and teach courses in more inclusive ways, contact the Reinert Center at cttl@slu.edu.

Mindful Minutes: Towards a Contemplative Pedagogy

theRiverby James Fortney, Instructional Developer, Reinert Center

I recently attended a workshop* on contemplative pedagogy at the Professional and Organizational Development Network in Higher Education (POD) conference in Louisville, Kentucky. Facilitated by Dr. Michael Sweet from Northeastern University, participants were invited to practice, discuss, and develop mindfulness activities for any teaching situation.

Contemplative pedagogy emphasizes “the natural human capacity for knowing through silence, pondering deeply, beholding, witnessing the contents of consciousness and so forth” (Hart, 2004, pp. 29-30). Situated in the context of higher education, studies suggest it improves cognitive and academic performance by fostering “the development of the whole person, including capacities such as creativity, empathy, compassion, interpersonal skills and self-awareness” (“Contemplative Pedagogy,” 2016). During the workshop, I learned that many instructors who use mindfulness techniques in their classrooms are being affirmed by their students (e.g., through course evaluations) that these moments of contemplation aid in “focusing attention, improving concentration and accessing self-knowledge” (“Contemplative Pedagogy,” 2016). Moreover, several participants in the workshop said they developed deeper, more transformative relationships with their students through classroom mindfulness practices.

For those interested in trying contemplative pedagogy with their students, Dr. Sweet suggests beginning each class with mindful minutes (anywhere from 1-5 minutes). He communicates the following instructions before (but not during) the mindful awareness practice:

  • Be quiet and intentional (phones on silent/no-vibrate)
  • Relaxed, good posture (“lifted from the crown of the head”)
  • Eyes closed to the extent that you are comfortable
  • Focus on body relaxation, breath sensation (“count”)
  • Accept distraction as it occurs (“thinking”)
  • Re-focus on relaxation, breath-sensation
  • Re-focus on relaxation, breath sensation (“repeat until end of practice”)

Consider setting a timer on your laptop or phone to chime when the mindful minute is over. Then, continue with your course plan for the day. If time permits, you could also try using a mindful minute at the end of class. Simple practices like this are increasingly “considered a vital complement to critical reasoning, rebalancing liberal education to include head and heart, mind and body” (“Contemplative Pedagogy,” 2016). It is important to note that not all students will want to participate in this type of activity, so be sure to offer an alternative option. Dr. Sweet recommends asking them to be respectfully quiet during the mindful minute but engaged in the conscious practice of preparing to learn.

If you would like to discuss strategies for practicing contemplative pedagogy with your students, contact the Reinert Center to schedule a teaching consultation. To learn more about contemplative pedagogy and mindfulness practices, explore some of the references and resources listed below. Please also share your experiences using contemplative pedagogy in the comments section of this post.

*Sweet, M. (2016). Classroom mindfulness practices to increase attention, creativity, and deep engagement. Workshop facilitated at the Professional and Organizational Development Network in Higher Education Conference, Louisville, KY.


Hart, T. (2014). Opening the contemplative mind in the classroom. Journal of Transformative Education, 2, 28-46.

Contemplative pedagogy (2016, November 15). Retrieved from https://cft.vanderbilt.edu/2010/04/contemplative-pedagogy/

Additional Resource

Barbezat, D. P., & Bush, M. (2014). Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco, CA: Jossey-Bass.


Reflecting on Diversity Discussions in the Classroom: A Praxis Workshop Follow Up

inclusive teaching banner_FINALby Mitch Lorenz and Yang Li, Graduate Assistants, Reinert Center

In our final Praxis Workshop of the semester, attendees explored the challenges of broaching the topic of diversity with students in class discussions. Participants reflected on how diversity discussions fit in their classrooms and what challenges they face when planning diversity discussions or when they occur spontaneously. In continuing the Ignation principle of reflection, we are revisiting the major points of the workshop and reflecting on our insights as teachers.  See James Fortney’s blog post related to the content of this Praxis Workshop for additional context.

What is “diversity?”

A working definition put forward in the workshop identified diversity as individual differences or similarities that are also characteristic of an individual’s social identity. The use of the words “difference” and “similarity” highlight that diversity can take almost infinite forms, sidestepping the notion that diversity is only important for race, gender, sexuality or other forms of difference most commonly associated with the term “diversity.” Secondly, the clarification within the definition that these similarities and difference must be related to social identity is what really solidifies the “diversity” component, as difference in shirt color is unlikely to be social identity related, but many other visible and less obvious components of identity may be relevant in the classroom.

Why Diversity Discussions?

This question represents the most challenging aspect of the topic of the recent Praxis Workshop: WHY should I prepare for diversity discussion in my classroom?  As a psychologist (Mitch and an international student in School of Education (Emily), we found it easy to imagine ways in which diversity discussions would be important in our teaching. In psychology, many topics in the course content are specifically related to diversity, providing numerous opportunities for discussions related to diversity. For Emily, her experiences as a student provide great insight into how diversity discussions, even when not directly necessary for class content, can help make students feel more comfortable engaging with each other, and the course material. She shares this example:

As an international student, sometimes in a course, such as American Educational History, you still feel that diversity discussions will enhance learning. Discussing diversity may help students realize that one individual country’s history or character is not only relevant within their borders, but also the whole world. In a curriculum theory course based on understanding and analyzing the American economy, politics, and culture, it would not have been necessary to engage in diversity discussions to teach the content. However, our professor did engage students from different countries to discuss their countries’ educational history and create a global dialogue to ease the misunderstanding of the clichés and stereotypes associated with various countries. By the end of the class, we all had a more open-minded and friendly relationship with one another. We understood that every method and way of teaching has advantages and disadvantages and when we all cooperate and share more thoughts and concerns about our education, we see more similarities than differences.

This example illustrates how the addition of diversity discussions when they were not necessary based on the course content helped ease discomfort of international students, allowing for more productive work in the class. For teachers in some fields (e.g., physics, math), diversity-specific course content (e.g., bias, stereotypes) is unlikely but engaging in discussions related to diversity may still help students learn more effectively. Remember, diversity discussions are not only initiated by instructors but may also occur spontaneously through prompting from a student question, comment, or reference to a recent event. This alone necessitates at least being prepared for diversity discussions should they arise. Here are a few other reasons we think diversity discussion are important in STEM classrooms in which the link between diversity and the course content may not be obvious:

1)      Avoiding diversity discussions altogether ignores differences between the instructor and students and between students. How students interact with course content may differ depending on how aware they are of these differences and how they interpret them. An example of this is differences in how majors interact with course content compared with non-majors, who may feel an acute difference in their status in the course.

2)      STEM fields are rife with stereotypes. For example some groups are commonly stereotyped as low achieving (e.g., women in math) and others are stereotypes as high achieving (e.g., Asian students in math). See this relevant post on stereotype-threat as an example of one way in which diversity has a direct impact on achievement, especially in STEM fields.

Preparing students for the “real world.” Course content is only one aspect of preparing students for life after college and awareness of how difference can impact your field will lead to graduates better equipped for navigating diverse workplaces.

This blog post is part of the Reinert Center’s 2016-2017 focus on Inclusive Teaching. To learn more about the year’s theme, and about programs and resources associated with it, see our webpage on Inclusive Teaching [LINK]. To talk with someone about how you can design and teach courses in more inclusive ways, contact the Reinert Center at cttl@slu.edu.

New resource guide on Avoiding Microaggressions in the Classroom

inclusive teaching banner_FINALA new resource guide on Avoiding Microaggressions in the Classroom[LINK] has been posted to the Reinert Center website [LINK].

If you want to talk with someone about microaggressions in your own classes, you may request a teaching consultation by completing this form [LINK].

If you have ideas for resource guide topics you would like to see posted, share them here [LINK].