Diversity & Inclusion

The Kossen Center for Teaching & Learning encourages all MUW faculty to address diversity and inclusion in their classrooms and in the wider campus community. Benefits for instructors who practice inclusive teaching include connecting and engaging with a variety of students, improved classroom participation from students who feel comfortable and connected to course materials, and feeling better prepared to manage difficult conversations. Inclusive classrooms, both face-to-face and virtual, create a sense of belonging for all MUW students and helps to create a university environment which: 

  • Ensures that students of underrepresented populations have the support they need to be academically successful.
  • Builds relationships and develops multicultural skills with members from diverse backgrounds.
  • Enhances students’ ability to participate in a pluralistic, interdependent global community.
  • Increases the participation of students from historically underrepresented identities in campus life.1

Inclusive practices can also reduce the impact of stereotype threat, which happens when a student fears confirming a negative stereotype about one or more of their personal identity groups. Stereotype threat has been shown to increase academic anxiety and reduce academic performance.

Kossen Center staff have compiled the following resources to assist faculty in creating a more inclusive class. Please contact is if you would like further assistance with diversity and inclusion practices or have further resources to suggest. 

General Inclusion Resources Universal Design/ADA Syllabus Design

Managing Difficult Conversations in the Classroom    Resources for Diverse Faculty

General Inclusion Resources

Back to top

Universal Design for Learning and ADA Accommodations

Back to top

Syllabus Design

Back to top

Managing Difficult Conversations in the Classroom

Back to top

Resources for Diverse Faculty

Back to top

1. Adapted from Locks, Hurtado, Bowman, & Oseguera, 2008. “Extending Notions of Campus Climate and Diversity to Students’ Transition to College” The Review of Higher Education vol. 31, no. 3, p. 279