Inclusive teaching is an issue that has received increased attention on college campuses around the country and around the world. Understanding how course climate impacts students and their learning  is increasingly important to faculty and administrators alike across a wide range of educational contexts. Yet creating equitable learning environments that support all students’ learning can be a challenge, especially when one considers that course climate consists of a variety of factors (e.g., student-student interactions, faculty-student interactions, course content and policies). Despite the fact that ?creating an inclusive teaching environment is beneficial for ?all? students’ learning, issues around inclusion and disinclusion are rarely discussed in practical terms.