As Princeton and other universities seek to increase access to higher education for underrepresented groups, it is critical to realize that creating a diverse community doesn’t end with recruiting a diverse student body. Beyond getting students in the door, creating an inclusive community requires us all to consider how the experiences of Princeton’s students from underrepresented groups are respected and reflected in social life, university culture, and especially course curriculum. It is important also to acknowledge how these groups have been excluded in the past. By developing inclusive teaching practices, faculty can take part in this work by making the intellectual pursuit legible, valuable, and responsive to the experiences of all our students. Inclusive teaching also allows faculty to reflect on their own membership in underrepresented groups and provides them the opportunity to bring their experiences more fully into the classroom.

While we draw your attention here to how your course content, assessments, and pedagogy can promote inclusion for marginalized students, we know that adopting these practices serves and promotes learning for all students.