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Office of the Provost

Inclusive Teaching

The heart of Bentley University is the classroom. We commit to providing inclusiveInfographic Five Principles and just learning environments.

There is significant evidence that inclusive teaching improves student success and academic performance. Therefore, one of the most important things to think about when designing and teaching a course, is how to foster an inclusive environment. 

At Bentley, we subscribe to five principles that define an inclusive learning environment.

Each of these principles is outlined below along with further resources for professional development, course design, and in-class activities. In addition to these on-demand resources, ongoing development opportunities centered on these principles will be provided throughout the year.  

We are pleased to announce our Fall 2023 inaugural Inclusive Teaching Fellows cohort.

Principles for Inclusive Pedagogy

Group of students studying

1| Understand different dimensions of diversity

Teach in a way that recognizes differences in students’ backgrounds and intentionally engages the range of their experiences. 

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2| Promote a sense of belonging for all students

Foster a welcoming and inclusive environment where students are challenged, supported, treated fairly and valued for their contributions. 

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Black male student on laptop

3| Create a clear syllabi with a variety of course content

Promote success and inclusion for all students by clearly stating the instructor’s expectations for learning.  Aim for an inclusive curriculum, including course materials from authors of diverse backgrounds and perspectives.  

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4| Incorporate active learning practices

Intentionally select inclusive and culturally responsive learning experiences that engage students’ prior knowledge and encourage them to interact with the instructor, the content, and each other.

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Students studying
Self-reflection

5| Engage in self-critical reflection

Instructors should regularly ask themselves about course learning goals and their effectiveness in helping students meet them. Also, think about their own biases and consider their possible impact on the classroom.

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For consultation contact

Georgia Madway, Inclusive Teaching Specialist

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