Inclusive Teaching is one of four pillars of teaching quality defined by UO and includes:

  • instruction designed to ensure every student can participate fully and that their presence and participation is valued.
  • the content of the course reflects the diversity of the field's practitioners,  the contested and evolving status of knowledge, the value of academic questions beyond the academy and of lived experience as evidence, and/or other efforts to help students see themselves in the work of the course.

Below, you will find our resources related to inclusive teaching:


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Professional, Inclusive, Engaged, and Research Informed Teaching at UO

Teaching at UO

What is Teaching Excellence? Teaching at the University of Oregon is Professional, Inclusive, Engaged, and Research-informed. The University of Oregon is committed to exceptional teaching, discovery, and service. Achieving excellence in teaching means first defining it to reflect the best of what…

Teaching Topics: Student Wellbeing & Learning

Teaching and Learning Topics

As the Association for College and University Educators note in Creating a Culture of Caring, “We must not lose sight of faculty members’ primary responsibility to students: effective teaching that leads to meaningful learning. Faculty are experts in their disciplines and, for most, mental health…

Student Success Toolkit

Teaching Toolkits

Faculty efforts to promote student success can have a huge impact, not just in individual classes but across students’ experiences at UO. Faculty can promote student success through (1) deliberate course design and teaching practices and (2) by guiding students’ development of knowledge and…

Navigating Changes in Winter Teaching

Teaching at UO

The University of Oregon has updated winter 2022 instructional policies in response to COVID conditions. Instructors may move courses with 20 percent or more Covid-related student absences to synchronous online instruction for a limited period of time in consultation with their unit heads and deans…

Trauma-Informed Pedagogy

Teaching and Learning Topics

This resource was developed by Anita Chari, Associate Professor of Political Science, 2020-21 Provost’s Teaching Fellow, and the Trauma-Informed Pedagogy CAIT (Communities Accelerating the Impact of Teaching) facilitated by Dr. Chari.

Flexible, Equitable Access to Course Content During COVID

Teaching and Learning Topics

The University of Oregon’s Academic Council states that, for fall 2021, “Instructors should ensure that absent students have equitable access to course content” and “clear communication and make-up protocols in place for students to follow if students are going to be or have been absent.” What…

Bringing Remote Teaching Strategies Forward to In-Person Classes

Teaching and Learning Topics

To engage students in remote learning, many instructors adopted new strategies or innovated existing practices in creative ways.  As we transition forward to in-person classrooms again, we can bring many remote teaching strategies along with us, providing us a bevy of dynamic options for…

Acknowledging Ongoing Impacts of Racialized Violence

Teaching and Learning Topics

The past year has been a painful one marked by the continuation of racialized violence perpetuated against Black people and other people of color. For many, the trial of ex-police officer Derek Chauvin for the murder of George Floyd resurfaces deep grief, anger, and pain, and the recent killing of…

Designing for Academic Integrity

Teaching and Learning Topics

Faculty have used four main assessment strategies to strengthen academic integrity, regardless of teaching modality:  Scaffolding assignments is a key way to both enhance learning and deter academic misconduct.  Because scaffolding provides a number of touchpoints before submitting for summative…

Communicating for Academic Integrity

Teaching and Learning Topics

The communication practices below have been instrumental for many faculty and graduate student instructors in supporting greater academic integrity in their classes. Reflect on what we believe about students and why they engage in academic misconduct, as our beliefs influence the tone and…