**Welcome!** --- The following is excerpted from the Toolkit Welcome Letter, the full text for which you can find in the Files. Please read the full letter before diving into the rest of the toolkit! <br><br><br> Dear colleagues - welcome! We’re so glad you’re here. If you’re here, the odds are good that you are at least a little bit interested in considering equity, diversity, and inclusion (EDI) in relation to your teaching, and you are looking for a little support. Maybe you’ve dipped your toes into modifying your courses but are looking for new ideas, or maybe you have absolutely no idea where to start. Even if you have been working on diversifying and inclusifying your teaching for awhile now, we believe you will find something of value in this resource. Importantly, inclusive teaching is NOT about ‘coddling students,’ ‘lowering the bar’ or decreasing rigour in your classes. As you will see in the myriad citations in these resources, many practices that are often framed as ‘inclusive’ are also simply good pedagogy; they don’t contribute only to warm fuzzies of belonging (which, to be clear, we totally support) but support effective teaching as well. You might think about this in terms of increasing the validity of your assessments - rather than assessing time, energy, health, disability, or current or past access to resources, you are better able to assess student learning itself when you remove as many roadblocks that are confounded with learning as you can. Inclusive teaching is also not a one-size-fits-all endeavour; even within the same department, within the same institution, there are so many factors that shape the choices we make for our classes. Class size, class level, class modality, learning goals, subject matter, student demographics and learning needs, and yes, instructor expertise and experience all play a role in determining what our classes need to go well. This means, unfortunately, that we cannot just provide a simple checklist of ‘best practices’ and call it a day, because *context matters.* You do not have to totally overhaul your teaching to “do EDI right,” and in fact, that would likely hurt you and your students more than helping, as it would introduce uncertainty, disorganization, and exhaustion into your teaching role. Nobody wins! Rather, we recommend Tobin & Behling’s (2018) “Plus One” strategy. Consider your existing courses, and reflect on what traditionally “works” and what doesn’t. Is there a piece of an assessment over which students always stumble, or a topic that could use a little more clarification? Perhaps a course policy that could use clarifying or refining? Or a desire to increase in class engagement? Just choose one (per course, or even just per semester), and try it out. See how it works, and then consider tweaking your change again if it needs it, or implementing it across other courses if it doesn’t. Just like any other skill, learning how to teach inclusively takes time, work, and the opportunity to try stuff out and get feedback. And just like most skills, we don’t become experts overnight. The important thing is that you start, and keep working at it, and keep learning. The learning part is critical. Engaging with EDI is an iterative process and necessitates ongoing reflection, interrogation, and change. It’s important to continue to ‘do the work;’ as you learn more about yourself, your students, and the social/historical/cultural contexts of EDI and your own academic domain, the choices you make in your classes (and other interactions with trainees and students) will likely change. And they should! We have organized our suggestions and examples, both across the full set of resources and within this document, according to an approximation of the amount of time or effort they will take to implement. We hope this will help you feel more able to make a choice about where to start (and feel confident enough to make that start!). In this toolkit, you will find the following: 1. A slide deck overviewing what you will find in this resource; 2. The University of Toronto Department of Psychology Syllabus Template, updated with specific suggestions to improve inclusivity of document/course; 3. A collection of syllabus-related observations and annotations, detailing suggested practices for the structure, process, and content of your courses; includes range of examples of from University of Toronto Department of Psychology syllabi as well as academic citations supporting the suggestions; 4. A repository of resources for those looking to dig more deeply into learning about EDI