TeachforInclusion - Teaching for Inclusion Diversity in the...

Center for Teaching and Learning
University of North Carolina at Chapel Hill
Teaching for Inclusion
Diversity in the College Classroom

© 1997
by the UNC-CH Center for Teaching and Learning
Any parts of this book may be copied, reproduced or adapted to meet local needs without
permission from the Center for Teaching and Learning, provided the parts reproduced are
distributed free or at cost (not for profit) and written credit is given to the UNC-CH Center
for Teaching and Learning.
For reproduction with commercial ends, permission must first be obtained from the Center:
Center for Teaching and Learning
CB #3470 - 316 Wilson Library
University of North Carolina at Chapel Hill
Chapel Hill, NC 27599-3470
This handbook was developed with assistance from the Jessie Ball duPont
Religious Charitable, and Educational Fund: Grant No. 91-99
Designed and produced by Anne Geer
Acknowledgments
The staff of the Center for Teaching and Learning would like to express their appreciation
to the following graduate students who collaborated with Center staff and UNC students,
staff and faculty to produce this handbook:
Lisa Perfetti Christine Reimers
Cheryl A. Boyce Deborah DeRosa Robin Vander
Please note that much information in this handbook is reproduced or adapted with
permission from Teaching a Diverse Student Body (1994), a publication of the Teaching
Resource Center at the University of Virginia at Charlottesville. Thank you to Director
Marva Barnett for her permission to use this work.
3500 copies of this handbook were published at a cost of $3.25per copy

iii
Preface
With the United States’ changing demographics and an ever more inclusive univer-
sity system, students of diverse cultural, racial, and ethnic backgrounds are making
American education both more exciting and more complex. Inclusion of new groups
not traditionally found at the university has led to increased interest in promoting
multicultural understanding.
Unfortunately, college teachers do not always receive good information on how to
address such issues in their classrooms. Many new teachers at UNC must learn how
to promote an inclusive classroom by trial and error, rather than by preparing for it
before they start to teach. This can lead to unfortunate situations, for both the stu-
dents and the teachers. This handbook provides college teachers with an easy-to-use
source of ideas and teaching techniques to help create an inclusive classroom atmo-
sphere.
The consultants at the Center for Teaching and Learning, located on the ground floor
of Wilson Library, are available to consult with UNC teaching staff about their par-
ticular classes and to suggest other useful resources on campus.

iv

I
NTRODUCTION
Why is Diversity on Campus Important? vii
Part I Teaching for Inclusion
C
HAPTER
1 Your Diversity, Academic Culture, and Teaching and Learning Styles
Diversity Issues for the Instructor 1
Learning and Teaching Styles: the Academic Culture 6
C
HAPTER
2 Strategies for Inclusive Teaching 16
General Strategies 16
In the Classroom 19