Center for Advancing Teaching Excellence: Inclusive Teaching - Examples & Resources

Examples and Resources

On this page you'll find: 

  • Inclusive teaching examples from Moody College faculty 
  • Faculty Feature: Speech, Language, and Hearing Sciences Inclusive Teaching Learning Community
  • Select One Thing That Works videos 
  • A range of inclusive teaching resources
  • Inclusive syllabus repository

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Inclusive Teaching Examples from Moody College Faculty

Ivy Ashe

Ivy Ashe, Journalism and Media

It can be challenging to build social presence in an online classroom. Using the built-in features of Canvas’ discussion boards is one way of helping students get to know their classmates as well as their classmates’ work.

Final Project Discussions

Dawna Ballard

Dawna Ballard, Communications Studies

The process of “ungrading” provides an opportunity for students to take a temporal approach to learning. The class content lends itself to this type of approach and supports “whole answers to problems. It puts theory into practice in the classroom.” The approach was intended to open up a dialogue as a more holistic approach to evaluating student progress.


Meme Drumwright, Advertising & Public Relations

This exercise helps students examine the effect of group memberships on individual experiences, reflect on similarities and differences, and develop skill in talking about these differences. Before class, students identify a time they were a minority in a group and a time they were part of the majority. They answer questions about how they reacted, perceived others, and felt others perceived them. In class, students discuss their answers in small groups and think about the similarities and differences that they observe. Afterward, students share their observations with the class and discuss ways to create inclusive environments where all people can do their best work and be their best selves. Adapted from Mary. C Gentile’s exercise, used with permission.

Communicating About Group Identities and Differences
Giving Voice To Values sketch

Jennifer Jones Barbour, Communication Studies

About 6-8 weeks into the semester, I ask my students to complete a course feedback survey “How is Class Going?”. Once I have analyzed the student responses and figured out what things I need to celebrate, highlight and change I prepare and present to the class the results of the survey with actionable things that I and the instructional team will be doing to respond to their feedback. And then we make those changes.

How is Class Going?

Lee Ann Kahlor

Lee Ann Kahlor, Advertising & Public Relations

In my research class I always pick topics that push students to consider marginalized or underserved audiences so we’ve researched things like dating apps that serve same sex couples and BIPOC; cosmetics for Black consumers; athletic wear for Latinx consumers; Asian fast casual dining for Latinx consumers; Black Lives Matter partnering with corporations; etc. In my Psychology of Advertising class, I select examples of various psychological phenomena that prioritize BIPOC researchers, consumers and disparities.

Jennifer McClearen, Radio-Television-Film

One of the goals of all my graduate courses is to make the academy more transparent. Transparency is key to inclusivity because there are so many unwritten rules of how the academy operates and inconsistencies around what metrics academics are judged by. As a result, I devote a small section of each of my seminar classes to professionalization and navigating the academy. One of the things I want my students to learn is that it is okay to let go of things that are having a negative impact on their overall wellbeing. In fact, it’s a key practice for navigating our profession.

Editing the To-Do List

Curran Nault, Radio-Television-Film

I picked this one because I know that many faculty members now teach the "Puppy Episode" of Ellen. So, I thought it might be particularly relevant to a variety of folx. Also, I imagine that folx believe that including this text is already an example of inclusive teaching (which, to an extent, it is). But, this assignment shows how we might take a discussion of this text (and its aftermath) a step further in terms of inclusivity. Perhaps this provides a useful example of how we might all push ourselves to be ever more inclusive and intersectional.

Vying for Visibility

Adrien Sebro, Radio-Television-Film

In groups of four or five, you will conduct a research project related to race, class, gender, or sexual orientation and television in the last half of the semester. Over a period of a month, your group will explore a research question of your choosing; each person in the group will focus on one aspect of the topic. This project will entail either historical research, taking as a jumping off point one or more readings for this class, or a critique of a television network or television series, with a focus on race, ethnicity, class, gender, or sexual orientation. Other options could be a study of audience response to a television series or network, an exploration of media advocacy focused on television network or series, or research on web-based series production.

One Thing That Works

Hear from a sample of Moody faculty about how they are using small, easily implementable, and inclusive improvements to their classes to really make a difference in the learning experience for their students.

>View the complete video series.

Open Educational Resources

Joshua Barbour
Communication Studies

Ashley Morrison
UT Libraries

Flexibility for Students

Natalie Czimskey
Speech, Language, and Hearing Sciences

Levity in Online Courses

Lee Ann Kahlor
Advertising & Public Relations

Establishing Intimacy and Belonging in the Classroom

Curran Nault

Inclusive Teaching Resources

External Resources


Inclusive Teaching Works!

Student comments from the Moody Shout Outs:

You made us feel heard and, more so than any other class, you reminded us to take care of ourselves. You gave us room to mess up, and I can't tell you how much that meant this semester.

He was engaging, funny, and incredibly flexible about making changes to his syllabus to accommodate students' heavy work load and genuinely cares about their well-being.

Thank you for seeing something in me, that I have not seen in myself. I was not the best student, but your recognition of my abilities made me feel better about myself.