Here are three examples of partnership approaches you can include in your own practice:

This guide introduces a few pedagogies you can adopt into your inclusive teaching practice. They can help facilitate connections and conversations leading to inclusive and equitable learning — but this is not an exhaustive list.

Culturally sustaining pedagogy builds on the work of culturally relevant teaching and culturally responsive pedagogy. It affirms and sustains students’ connections to their culture, language, and community. It focuses on students as active contributors of unique lived experiences essential to learning. It also resists monolingualism and deficit student framing by promoting cultural equality (Paris, 2012).

“I Notice, I Wonder” is a useful culturally sustaining practice in many teaching contexts. It’s an introductory brainstorming activity in which students from all backgrounds and abilities can participate.

Universal Design for Learning (UDL) attempts to minimize barriers and create equal opportunities for all students to express what they know. UDL creates multiple paths to learning and understanding that benefit all students, regardless of disability. This framework focuses on adding flexibility, choice, and relevance to three key areas of instruction: expression of knowledge, representation of information, and engagement.

Originating in neuroscience, trauma-informed pedagogy acknowledges and attempts to mitigate the trauma’s impact on learning. Trauma can come from sources including but not limited to adverse childhood experiences (or ACEs) such as physical or emotional abuse, institutional and systemic oppression, and COVID-19. While trauma affects each individual differently, it’s likely to impact cognitive functions such as memory, emotional regulation, stamina, and focus. Strategies within this framework include a focus on community, relationships, routine, and flexibility.

What is the role of a university in a community? How might curricula contribute to students’ civic identity? How does a course honor the life experience students bring to the classroom? Community-engaged learning (CEL) pedagogies attempt to address these and other foundational questions concerning the intentional interplay between movements for justice, academic knowledge, and the spaces we share.

Contemplative pedagogy encourages deep learning through focused attention, reflection, and mindfulness practice. It engages students in an introspective, first-person way of knowing the world around them through an embodied educational experience, which allows students to see themselves in their courses. “Inviting the contemplative simply includes the natural human capacity for knowing through silence, looking inward, pondering deeply, beholding, witnessing the contents of our consciousness…. These approaches cultivate an inner technology of knowing….” (Hart, 2004, pp. 29–30).

Many common classroom practices — such as close reading, writing, and reflection — can draw from contemplative practices to help students focus deeply, retain new information, and integrate learning into meaningful situations.

Student voice “aims to signal not only the literal sound of students’ words as they inform educational planning, research, and reform, but also the collective contribution of diverse students’ presence, participation and power in those processes” (Bovill et al., 2011, pp. 2–3). Notably, student voice work is shared decision-making between students and faculty that involves value, agency, and action for students and aims to be transformative for both students and faculty.

Anti-racist pedagogy is a “paradigm located within critical theory utilized to explain and counteract the persistence and impact of racism using praxis as its focus to promote social justice for the creation of a democratic society in every respect” (Blakeney, 2005, p. 119). Further, anti-racist pedagogy reveals the structural inequalities within U.S. society while fostering students’ critical analysis skills as well as their critical self-reflection (Kishimoto, 2018). Per Kishimoto, incorporating anti-racist pedagogy at the classroom level begins with examining one’s own pedagogy and curriculum to implement change. This could involve understanding how inequitable education structures impact students differently, reevaluating assumptions we may make about students’ backgrounds, inviting a colleague to review syllabi or other course materials to identify where bias might impact curriculum and organization, meaningfully incorporating the work and voices of minoritized scholars, and incorporating high impact learning practices that create the foundations for collective exploration of historical, social, and cultural biases in the field of study.

Universal Design for Learning (UDL) is a research-based framework that helps you design more inclusive and flexible learning environments from the start. Instead of waiting to adapt our teaching when a barrier arises, UDL encourages us to proactively remove common obstacles and support all learners, particularly those with disabilities, multilingual backgrounds, or other diverse needs.

Much like a curb cut benefits both wheelchair users and parents with strollers, UDL strategies benefit a wide range of students. At PSU, UDL is one of the core frameworks that supports accessibility alongside the Web Content Accessibility Guidelines (WCAG). While WCAG focuses on the technical access to digital content (e.g., screen reader compatibility), UDL focuses on inclusive pedagogy that supports flexible engagement, representation, and assessment.

By applying UDL in your course, you can support student agency, reduce <a class=”btn-tooltip” style=”text-decoration: none;” title=”” href=”#” data-toggle=”tooltip” data-placement=”top” data-original-title=”Mental effort required to process information” data-title=””><strong>cognitive load</strong></a>, and improve persistence and success for a wide range of learners.

UDL is about designing smarter from the start, not adding extra work to respond to barriers after they arise. The UDL framework is organized around three core principles:

Multiple means of engagement refers to how students are motivated and sustained in learning. Offer different ways for students to participate and connect with content.

• Use flexible participation options: verbal, written, visual, or one-on-one.
• Offer some choice in assignment topics or formats.
• Build in low-stakes check-ins or reflection opportunities.

Multiple means of representation applies to how students receive and understand information. Present content in a variety of formats to support diverse learning styles.

• Pair readings with visuals, audio, or video.
• Summarize or map out complex ideas using diagrams or guided notes.
• Allow students to review materials in advance or at their own pace.

Multiple means of action and expression is how students demonstrate their learning. Let students show what they know in different ways.

• Provide an “assessment menu” that aligns with learning goals.
• Scaffold complex assignments with checklists or interim deadlines.
• Allow use of multimedia, spoken word, or visuals in place of traditional essays (when appropriate).