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Inclusive Teaching in the Classroom and Beyond: Essential Resources


Thank you for registering for the workshop, Inclusive Teaching in the Classroom and Beyond, to be held Wednesday, December 18, 8:30-11:30am in Bird Library (PGSC, Room 114).  We look forward to a productive and engaging event!

The items below are considered core to the discussions we'll be having in the workshop, and are arranged by theme. Feel free to read and/or listen to one or more prior to attending the workshop.

If you have questions prior to the workshop, feel free to email Kelly Delevan at or Tarida Anantachai at



This core chapter from Beverly Tatum's 2017 revised and updated edition of Why Are All the Black Kids Sitting Together in the Cafeteria: And Other Conversations About Race opens the door to thinking about identity/identities and the role they play in the learning environment.

This book chapter is 10 pages. 

Intergroup Relations

What is Implicit Bias? An episode of Invisibilia from NPR

This edition of the NPR podcast, Invisibilia, offers an interesting explanation of what implicit bias is, how it happens, and its impact. You also can access a transcript of this episode. 

An Interview with Derald Sue

This brief interview with Derald Sue, who pionereed the psychological research on the variety of behaviors that psychologically assault, insult, and belittle others, aired in 2014. You also can access a copy of the transcript.

Social Context

This brief video provides an introduction to stereotype threat. You can read more about stereotype threat from the American Psychological Association.

Proactive Steps

Example Discussion Guidelines

These sample guidelines for facilitating discussions in the learning environment are from the University of Michigan Center for Research on Learning. 

Universal Design for Learning

This interactive template on the core elements of the Universal Design for Learning (UDL) framework will help you think about how to create a more inclusive learning experience. Although UDL has its roots in the design of learning for students with disabilities, the benefits of a UDL approach (indeed, the reason for the "Universal" part of UDL) is that it makes learning more relevant and powerful for all students. A video presentation (below) by Sam Johnston, Research Scientist with the Center for Applied Special Technologies (CAST) further ties the UDL framework to student success. In the context of this workshop, think about how UDL principles to foster engagement in learning (by engaging affective learning networks) apply to students with multiple identities.(The entire video is good, but the portion up through about 17.20 is most applicable).

Strategies for Addressing Challenges

Resources for multiple kinds of moments

This page from the Eberly Center for Teaching Excellence and Educational Innovation at Carnegie Mellon University includes suggestions for all three of the kinds of moments you might encounter:

  • teaching after something potentially traumatic occurs (such as an incident of hate speech on campus)
  • responding to microaggressions, or
  • teaching through difficult conversations connected to course content

Responding to Hate Speech

An extremely useful site from the Center for Research on Learning and Teaching at the University of Michigan. 

SPLC's Speak Up Page

This compendium of strategies for responding to bigotry (including microaggressions) from the Southern Poverty Law Center applies to all kinds of contexts, not just classroom or learning interactions. The final entry, though, (Six Steps) provides a general framework that can apply across situations. 

Workshop Leaders

Dr. Jeffrey Mangram, co-director of the graduate Media and Education Graduate Program offered jointly by the School of Education and Newhouse School of Public Communications, is a tenured faculty member in Social Studies Education, where he coordinates both the undergraduate and masters programs. His prizewinning research ranges widely to include the influences of the media on educators; popular culture; diversity, inclusion, and equity; and factors influencing persistence in education. Prior to joining the Syracuse University faculty, he was an acclaimed teacher and finalist for NYS Teacher of the Year. He is in demand nationally and internationally as a speaker on an array of topics, including racial reconciliation and educational equity. A Syracuse undergraduate and graduate alumnus, he played on our 1987 undefeated football team that competed in the 1988 Sugar Bowl.

Dr Marie Garland, Assistant Provost with responsibilities for faculty leadership and development, led the $3.5 million NSF SU-ADVANCE program and is currently a Co-PI of the Syracuse University CHANCe Inclusive Excellence program for broadening participation in STEM, funded by the Howard Hughes Medical Institute. A scholar and leader on diversity, inclusion, and institutional change, she earned her doctorate from Ohio State and held a long-term faculty position in at Ithaca College, where she co-chaired the inaugural President’s Advisory Council on Diversity and taught on intercultural communication. Cornell recruited her away as program manager for diversity planning and research and then as head of the Faculty and Staff Diversity program (including developing policy). Garland is renowned both for her incisive institutional analyses of diversity and a rare ability to create innovative and transforming programs for faculty.