Think of a learning experience when you felt out of place, outnumbered, unheard or isolated. What could a teacher have said or done to help? Now consider a time you felt welcomed, valued, and that your voice mattered. What do you think fostered these feelings?

A professional development module co-created with Macquarie University staff and students is now available to answer these questions. It is based on these principles: inclusive classrooms are accessible, engaging and empowering for all students; diversity is a strength; inclusive teaching is an ongoing process of learning together; and all members of the University community have a role in promoting inclusive teaching.

Inclusive teaching practices result in a student experience that is positive with strong student engagement and successful outcomes – which are all aspirations we have for our classrooms and our students.

At Macquarie, we have a very strong commitment to make sure that our education is available to as many people as possible, that the transformative potential of a Macquarie education is enjoyed by more and more people. Harnessing the benefits of diversity in the classroom by being as inclusive as possible is something that we’re deeply committed to. I recommend this module to you.

Professor Rorden Wilkinson, Deputy Vice-Chancellor – Academic

The Foundations for Inclusive Teaching module is designed to

  • Enhance awareness of student diversity (including strengths, needs and characteristics) and the policies and strategy for inclusive teaching at Macquarie;
  • Extend knowledge of inclusive teaching principles, scholarship, resources and practices;
  • Identify resources to support Macquarie staff and student learning and wellbeing.

Student voices provided a starting point for the module development

In this 3.44-minute video students provide their perspectives on the current state of inclusive teaching at MQ.

What you’ll find in the module:

  • Surprising facts about MQ students.
  • A definition of what inclusive teaching means at MQ.
  • Ideas to foster a sense of belonging in the classroom – connecting with students, using inclusive language and amplifying diversity.
  • How you can support student learning and wellbeing – by demystifying university study, making content accessible, encouraging participation, adjusting assessment and supporting wellbeing.
  • Support to get started with an inclusive teaching approach – by creating an inclusive teaching action plan and accessing resources for staff and students.

Available now for all staff in Workday

This self-paced module will take about 90 minutes to complete. It’s available online (via Workday) and you can complete it a time convenient for you. Module completion can be counted toward your professional development.

Completion of this module contributes to the following capabilities in the Professional Learning and Capability Enhancement (PLaCE) framework:

S1.1 Explain how contextual factors impact student learning and support.
S2.2 Identify student support needs and appropriate referrals to Macquarie Services and resources.
S2.3 Explain how learning environments can be designed to accommodate and support students’ needs.

Teaching neurodiverse students is next

Talk to our team ( if you are interested in contributing to the development of a module on teaching neurodiverse students.

Questions? Contact


Contributors to the module development: The Professional Learning & Staff Development Team would like to acknowledge the many MQ staff and students (more than 100 people in all) who contributed their expertise, ideas, tips and time towards the creation of this module. All contributors are listed at the end of the module.
Banner image: Photo by Paul Wright
Video: Production by Erinn Branagh
Post: Collated and edited by Kylie Coaldrake

Posted by L&T Development

The Learning and Teaching Staff Development team works with staff across the University to ensure they are supported to facilitate quality learning for students. This includes offering professional development, contributing to curriculum and assessment design, recognising and rewarding good practice, supporting peer review of teaching, and leading scholarly reflection. Email with questions or requests.

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