Learning Lab | Designing Inclusive and Equitable Learning Environments

Part 1: November 6 | 12:00–1:00 p.m.ET
Part 2: November 8 | 12:00–1:30 p.m. ET
Part 3: November 13 | 12:00–1:30 p.m. ET
Part 4: November 20 | 12:00–1:30 p.m. ET


Educational research shows that creating inclusive and equitable learning environments promotes learning for all students, especially for those from backgrounds historically underrepresented in higher education. Contextual cues, social interactions, and learning activities all help determine whether students feel welcome and like they belong in both face-to-face and online learning environments. This has a direct effect on important learning processes such as knowledge retention, persistence, and motivation. The CARE framework identifies five areas key to designing inclusive and equitable learning environments: community, agency, representation, equal access, and pedagogies of care. In this Learning Lab, we will explore the research foundations of CARE, collaboratively develop ways to implement these principles in both face-to-face and online learning environments, and assess the impact of CARE on student learning and well-being to promote continual improvement.

Learning Outcomes:

NOTE: You will be asked to complete assignments in between the Learning Lab segments that support the learning outcomes stated below. You will receive feedback and constructive critique from course facilitators.

  • Reflect on features that make learning environments inclusive and equitable
  • Identify and discuss instructional strategies for creating inclusive and equitable learning environments
  • (Re)design course activities or assignments to exemplify CARE
  • Determine methods for assessing CARE in learning environments
  • Collaboratively address questions about implementing and assessing strategies in courses

Target Audience

Instructors, Teaching Assistants, Instructional Designers, and Educational Developers


Andy Salterelli Andy Saltarelli, Senior Director of Evaluation and Research, Learning Technologies and Spaces, Stanford University