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Inclusive Teaching: Strategies for Promoting Equity in the College Classroom
Award-winning teachers offer practical tips for addressing inequities in the college classroom and for making all students feel welcome and included.
In a book written by and for college teachers, Kelly Hogan and Viji Sathy provide tips and advice on how to make all students feel welcome and included. They begin with a framework describing why explicit attention to structure enhances inclusiveness in both course design and interactions with and between students. Inclusive Teaching then provides practical ways to include more voices in a series of contexts: when giving instructions for group work and class activities, holding office hours, communicating with students, and more. The authors finish with an opportunity for the reader to reflect on what evidence to include in a teaching dossier that demonstrates inclusive practices. The work of two highly regarded specialists who have delivered over a hundred workshops on inclusive pedagogy and who contribute frequently to public conversations on the topic, Inclusive Teaching distills state-of-the-art guidance on addressing privilege and implicit bias in the college classroom. It seeks to provide a framework for individuals and communities to ask, Who is being left behind and what can teachers do to add more structure?
In a book written by and for college teachers, Kelly Hogan and Viji Sathy provide tips and advice on how to make all students feel welcome and included. They begin with a framework describing why explicit attention to structure enhances inclusiveness in both course design and interactions with and between students. Inclusive Teaching then provides practical ways to include more voices in a series of contexts: when giving instructions for group work and class activities, holding office hours, communicating with students, and more. The authors finish with an opportunity for the reader to reflect on what evidence to include in a teaching dossier that demonstrates inclusive practices. The work of two highly regarded specialists who have delivered over a hundred workshops on inclusive pedagogy and who contribute frequently to public conversations on the topic, Inclusive Teaching distills state-of-the-art guidance on addressing privilege and implicit bias in the college classroom. It seeks to provide a framework for individuals and communities to ask, Who is being left behind and what can teachers do to add more structure?
272 pages, Paperback
Published August 1, 2022
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Displaying 1 - 26 of 26 reviews
November 13, 2022
Packed with ideas, many of which are easy to implement and can make a tremendous difference to students.
December 20, 2024
I am embarrassed that it has taken me more than a year to finish this book, which I was reading for work and kept having to put aside for other pressing projects. The book is very practical and full of great teaching strategies, especially for college faculty who have not been explicitly taught how to teach. As someone who also has a degree in teaching, there was a lot that was review for me but still plenty to find useful. I appreciate the authors' inclusion of many stories and examples from their own teaching and relevant experiences of other faculty and students. They do a gentle and effective job of helping college faculty understand and relate to the experiences that their students may be having, and they provide many tips on how to improve engagement and equity in the classroom.
September 21, 2024
Within the first few chapters I knew this would be the second most important book I have ever read for my career, and the rest of the chapters confirmed it. If you, like me, have been long convinced of the need to practice intentional inclusion for minority students in higher education but feel frequently blocked in how to make your practices more inclusive, spend a weekend on this book. You, too, will become a better teacher that very next Monday.
December 6, 2023
Clear, concise, and practical, with so many small changes that faculty can implement in their courses. This brings together a large body of literature in a cohesive and imminently supportive way.
June 11, 2026
I enjoyed this easy-to-read introduction to the topic of structured/deliberate teaching in higher education, which to me, was the actual primary focus of this book. In other words, Kelly A. Hogan & Viji Sathy focus much more on actionable tips for structuring in-class engagement, preparatory assignments, and review assignments. Less of this book is spent on direct tips for inclusive teaching, despite the title.
That isn't to say that inclusive teaching is absent, but I found that construct to be more of an overarching theme for the majority of the book. The book is divided into:
It's not surprising to see some reviews question the value of this book.
Yet, it's a bit more unfortunate that many of the authors' predictions that inclusive teaching policies/practices would increase shortly after the time of writing (around 2020) have not come true.
It seems to me that the positives of the core of this book outweigh the cons: that higher education should help students to embrace the perspectives of the people around them, identify inequities in broader society, and remove barriers when they can.
That isn't to say that inclusive teaching is absent, but I found that construct to be more of an overarching theme for the majority of the book. The book is divided into:
the philosophy of inclusive teaching,
designing a high structured course,
classroom interactions,
designing assignments and assessments, and
documenting teaching practices
It's not surprising to see some reviews question the value of this book.
Yet, it's a bit more unfortunate that many of the authors' predictions that inclusive teaching policies/practices would increase shortly after the time of writing (around 2020) have not come true.
It seems to me that the positives of the core of this book outweigh the cons: that higher education should help students to embrace the perspectives of the people around them, identify inequities in broader society, and remove barriers when they can.
May 10, 2023
Wow. I am not exaggerating when I say this book completely turned how I think about inclusive teaching on its head. Going into this book, based on my own experiences as a student, I would have said that inclusive classrooms are characterized mostly by flexibility and professor generosity. I would say now that I that’s maybe half of the picture. This book opens with providing a strong logical and evidence-based argument for high-structure classes (think smaller, frequent assignments, as opposed to a few large high-stakes assignments) being not just more inclusive but really better for all students. The rest of the book is spent on highly actionable advice on making that happen, both asking the reader to think carefully about their own teaching philosophy and providing specific tools and tips to improve use of class time. While the focus is mostly on overall classroom inclusivity, the authors also take some time to delve into specific critical topics, like bringing diversity into a STEM curriculum and working with multilingual students. One of my favorite ideas in this book was to center the student experience in how you think about your class — for example, if students are distracted on their laptops all the time, instead of banning laptops outright, consider what that says about their experience of the class and how can you structure class time so they aren’t so easily distracted. Additionally, this book is also incredibly well written from toe to tip — clear and concise, memorable, and persuasive when it needs to be. I found it to be not just a useful tool, but a pleasant read.
I simply have to recommend this book to anyone who teaches in a college environment. I’ve been raving about it to anyone who will listen, and I have a short list of people who I’ve promised to lend it to now that I’m finished who I hope will enjoy it as much as I have. (Mine is marked up halfway to hell, though, so I might just suggest my friends get their own copy…) This book is absolutely worth your time. Thank you, Viji and Kelly!
I simply have to recommend this book to anyone who teaches in a college environment. I’ve been raving about it to anyone who will listen, and I have a short list of people who I’ve promised to lend it to now that I’m finished who I hope will enjoy it as much as I have. (Mine is marked up halfway to hell, though, so I might just suggest my friends get their own copy…) This book is absolutely worth your time. Thank you, Viji and Kelly!
April 19, 2024
A great introduction for faculty in higher education looking to learn more about inclusive teaching. This book offers strategies that can be immediately and effectively implemented into all classrooms.
December 12, 2022
This was an amazing book that will change my teaching. Here are some of my takeaways:
- The book starts with ideas for incorporating “structure” into classes & why that’s useful for everyone
--- Examples include: using the three elements of Think, Pair, Share in class
--- Assign students into “pairs” (so those without friends in class can participate equally)
--- Tell students how to decide who’s going to be the notetaker / presenter
- “Do I need to use a microphone?”
--- The answer is always YES
--- This is more inclusive for those who are hard of hearing – they don’t have to out themselves as not being able to hear clearly.
- Modifying syllabus & pre-class info. One example I liked from this chapter:
--- If you’re completed any of the DEI training on campus such as Safe Zone or Green Zone, include that in your syllabus just as you might put it on your door. Put it in your email .sig too – see below!
--- Another idea: reach out to students who’ve registered prior to the semester. Explain anything they might need to purchase (textbooks, lav mics for 121 etc.)
- Inclusive communication with students
--- Avoid language that can shame a student such as “as I said in class…”
--- End emails: “Looking forward to seeing you in class”
If you want to make your classes more inclusive, please read this book.
- The book starts with ideas for incorporating “structure” into classes & why that’s useful for everyone
--- Examples include: using the three elements of Think, Pair, Share in class
--- Assign students into “pairs” (so those without friends in class can participate equally)
--- Tell students how to decide who’s going to be the notetaker / presenter
- “Do I need to use a microphone?”
--- The answer is always YES
--- This is more inclusive for those who are hard of hearing – they don’t have to out themselves as not being able to hear clearly.
- Modifying syllabus & pre-class info. One example I liked from this chapter:
--- If you’re completed any of the DEI training on campus such as Safe Zone or Green Zone, include that in your syllabus just as you might put it on your door. Put it in your email .sig too – see below!
--- Another idea: reach out to students who’ve registered prior to the semester. Explain anything they might need to purchase (textbooks, lav mics for 121 etc.)
- Inclusive communication with students
--- Avoid language that can shame a student such as “as I said in class…”
--- End emails: “Looking forward to seeing you in class”
If you want to make your classes more inclusive, please read this book.
January 16, 2026
The best part about Inclusive Teaching is that it provides lots of things to try in the college classroom. It was validating to see that I am already using many of these strategies, but there were plenty of new approaches to integrate as well.
This book really got me thinking philosophically about university instruction. I did very well at university. I went through two separate bachelor's degree programs, one starting at 18 and another starting at 25. I did well the first time around, but even better the second. Traditional lecture resonated with me and I was able to be successful with (despite?) it. However, I clearly learned something the first time around (and matured) because I did better the second time out, so I realize that young people in college invariably make mistakes and need to learn how to learn. Why am I saying all of this?
Much of Inclusive Teaching involves using highly structured active learning and practice to facilitate learning. I am now a university instructor and use a mix of interactive lecturing and active learning techniques in upper level biology classes. Nonetheless, for me, I learn well locking myself in a quiet room with a book or series of instructional videos. In fact, my second stint as an undergraduate was in interior Alaska where I lived in a cabin with no TV, internet, or cell phone (or running water for that matter). I am a big adherent (for me) of deep work as expounded by Cal Newport. That might not work for everyone, but it works best for me. So, there has always been this nagging concern in the back of my mind that slowing instruction down with additional practice and structure, valuing practice over content, will not satisfy some students (like me) who want more, more, more!
Even though my mom and dad went to college, I really got no information from them about that process, so had to figure things out for myself. Nonetheless, I had many opportunities growing up that others did not. Extra practice and learning how to learn certainly helps first gen and minoritized students who didn't have those opportunities that I did. The authors make the point that their techniques do not disadvantage the advantaged/more prepared students. However, I'm not so sure. The metrics of success of teaching are problematic - perhaps test scores before and after a class. However, the real yardstick of teaching effectiveness is the ultimate success and happiness of our students post graduation and beyond. Do they use what they learned? Are they better prepared for their professions? And, most importantly, are they happier and more fulfilled? These are harder things to track.
Thinking about structure in the classroom... Will the future jobs of our students offer as much structure? Maybe they should. But, if they don't, are we, by ensuring we only offer clear unambiguous test questions (etc), ill preparing these students for the real, often messy and unstructured working world? Honestly, I don't know, but this book made me wonder about these things. Perhaps universities need to carefully consider how structure (vs intentional ambiguity and less structure) change as one moves from a freshman to a senior?
Ultimately, Inclusive Teaching is great. I have already drank the Kool-Aid on structured, active learning. Oddly, this book made me question a few things I had already accepted, which was likely the opposite of the authors' intentions. We should never go back to the days of students shaking out their tired hands as the passive-lecturing prof changes their overhead projector wheel, but maybe there is a middle ground to seek at university between active, engaged, structured teaching and learning and facilitating independent, deep thinkers who can find a corner for four hours to learn something from a book?
This book really got me thinking philosophically about university instruction. I did very well at university. I went through two separate bachelor's degree programs, one starting at 18 and another starting at 25. I did well the first time around, but even better the second. Traditional lecture resonated with me and I was able to be successful with (despite?) it. However, I clearly learned something the first time around (and matured) because I did better the second time out, so I realize that young people in college invariably make mistakes and need to learn how to learn. Why am I saying all of this?
Much of Inclusive Teaching involves using highly structured active learning and practice to facilitate learning. I am now a university instructor and use a mix of interactive lecturing and active learning techniques in upper level biology classes. Nonetheless, for me, I learn well locking myself in a quiet room with a book or series of instructional videos. In fact, my second stint as an undergraduate was in interior Alaska where I lived in a cabin with no TV, internet, or cell phone (or running water for that matter). I am a big adherent (for me) of deep work as expounded by Cal Newport. That might not work for everyone, but it works best for me. So, there has always been this nagging concern in the back of my mind that slowing instruction down with additional practice and structure, valuing practice over content, will not satisfy some students (like me) who want more, more, more!
Even though my mom and dad went to college, I really got no information from them about that process, so had to figure things out for myself. Nonetheless, I had many opportunities growing up that others did not. Extra practice and learning how to learn certainly helps first gen and minoritized students who didn't have those opportunities that I did. The authors make the point that their techniques do not disadvantage the advantaged/more prepared students. However, I'm not so sure. The metrics of success of teaching are problematic - perhaps test scores before and after a class. However, the real yardstick of teaching effectiveness is the ultimate success and happiness of our students post graduation and beyond. Do they use what they learned? Are they better prepared for their professions? And, most importantly, are they happier and more fulfilled? These are harder things to track.
Thinking about structure in the classroom... Will the future jobs of our students offer as much structure? Maybe they should. But, if they don't, are we, by ensuring we only offer clear unambiguous test questions (etc), ill preparing these students for the real, often messy and unstructured working world? Honestly, I don't know, but this book made me wonder about these things. Perhaps universities need to carefully consider how structure (vs intentional ambiguity and less structure) change as one moves from a freshman to a senior?
Ultimately, Inclusive Teaching is great. I have already drank the Kool-Aid on structured, active learning. Oddly, this book made me question a few things I had already accepted, which was likely the opposite of the authors' intentions. We should never go back to the days of students shaking out their tired hands as the passive-lecturing prof changes their overhead projector wheel, but maybe there is a middle ground to seek at university between active, engaged, structured teaching and learning and facilitating independent, deep thinkers who can find a corner for four hours to learn something from a book?
April 30, 2025
Hogan and Sathy's book, Inclusive Teaching has heart and is a good antidote to these times, a book chosen by my university's book club before education was turned on its head in the US.
Many of its ideas are not new to someone who has been reading about teaching, perhaps especially for someone who read Sathy and Hogan's (2022) article in the Chronicle of Higher Education, as I had done when it came out.
Hogan and Sathy talk about inclusion relative to diversity, but more broadly recognizing barriers to learning and helping everyone – People of Color, LGBTQ+, First Gen students, and everyone else – feel included in the college classroom. Their strategies are often simple and low-cost (e.g., call students by name in classrooms and emails, identify Typical Test Questions [TTQ] on PowerPoint slides, use Mentimeter as a strategy to test knowledge and build community), but helpful.
Their book led to a series of very productive and thought-provoking conversations, none about politics.
Many of its ideas are not new to someone who has been reading about teaching, perhaps especially for someone who read Sathy and Hogan's (2022) article in the Chronicle of Higher Education, as I had done when it came out.
Hogan and Sathy talk about inclusion relative to diversity, but more broadly recognizing barriers to learning and helping everyone – People of Color, LGBTQ+, First Gen students, and everyone else – feel included in the college classroom. Their strategies are often simple and low-cost (e.g., call students by name in classrooms and emails, identify Typical Test Questions [TTQ] on PowerPoint slides, use Mentimeter as a strategy to test knowledge and build community), but helpful.
Their book led to a series of very productive and thought-provoking conversations, none about politics.
March 2, 2026
Fine. Many good and easily implementable ideas.
I’m all for inclusive teaching methods and a more equitable society; both are something we must strive for. But can a commitment to creating friendly and open environments ultimately cause harm to students as they go forth into the “real world” that oftentimes does not share that same commitment? I don’t think we can be too nice to people, but can overdoing this approach come close to coddling students without preparing them?
I’m going to implement much of the information here but those are some of my concerns.
I’m all for inclusive teaching methods and a more equitable society; both are something we must strive for. But can a commitment to creating friendly and open environments ultimately cause harm to students as they go forth into the “real world” that oftentimes does not share that same commitment? I don’t think we can be too nice to people, but can overdoing this approach come close to coddling students without preparing them?
I’m going to implement much of the information here but those are some of my concerns.
September 11, 2023
This is a powerful and amazingly helpful book. While many diversity books are theory heavy this one has many many useful and classroom-ready suggestions on how to structure your class to be more inclusive. I honestly wished I had started reading this book earlier this year as so many of the suggestions have already found their ways into my syllabus and class. I highly recommend this if you teach and want to make your room a welcoming environment.
September 3, 2022
Excellent practical guide for promoting equity in classroom settings. The authors write it for the college instructor, but the strategies and principles are applicable and/or adaptable to any classroom and many other workplace and group settings. It includes easy to understand examples, useful resources, and very relatable stories from the humble authors, who are true experts in their field.
November 1, 2022
This was filled with practical suggestions for having a more structured and equitable classroom and class. While some of it simply wasn't applicable to me as I don't teach full classes, I still gleaned a lot of great tips, some of which I've already implemented to good effect. Short, readable, and practical - my favorite kind of professional development book!
March 21, 2023
An effective, accessible primer to inclusivity and equity in the college classroom. I loved the mix of actionable items with explanations and personal anecdotes to provide context, and genuinely believe that I’ll take a lot of these strategies into account as I continue my career in higher ed. Highly recommend - this is one of the best books on this subject that I’ve read so far!
January 1, 2023
If you teach in higher ed and want to make a better experience for your students (and have no experience in education and instruction) then this is a MUST read. For your students, if nothing else! So many wonderful ideas and strategies backed by research.
Want to Read
August 9, 2022As seen in Science magazine: https://www.science.org/doi/10.1126/s...
November 20, 2022
Excellent book for educators!!
January 11, 2023
Excellent in providing concrete examples and small tips/suggestions for immediate implementation in a course
May 14, 2023
Every educator (especially but not exclusively college teachers) should read this. Lots of specific, practical tips, grounded in research. Excellent book!
May 30, 2023
This book offers practical, evidence-based strategies to make a class more inclusive. Most of the strategies rely on a highly structured and supportive format.
June 16, 2023
Well-researched, evidence-based, approachable advice from two expert educators. I'm eager to try implementing more of their tips!
November 24, 2023
A phenomenal book for educators at any stage of teaching. There are many practical suggestions to incorporate and iterate. It will be a resource I return to time and again
December 21, 2023
Gave me a lot to think about in terms of how I how up as a teacher, a trainer, and a human.
February 29, 2024
I feel like this book gives a pretty good introduction to inclusive pedagogy. It helped me better understand what inclusive practices I already use and where I can improve.
May 27, 2024
one i’ll definitely revisit!
Displaying 1 - 26 of 26 reviews