Too often, academic scientists paradoxically demand the highest rigor of evidence for their research projects but then instruct students according to non-evidence-supported practices (including teacher- centered instruction such as lectures). Additionally, as the field of science continues to struggle with underrepresentation by minority groups, even experienced educators need development in creating inclusive learning environments for students of diverse race/ethnicity, socioeconomic background, sexual orientation, gender identity and expression, age, ability, religion, national and geographical origin, and language. As higher education moves toward an expectation of effective learner-centered teaching for all students, it is imperative that universities, colleges, departments, and programs offer appropriate training in and practice of evidence-based, inclusive instructional strategies for their faculty, staff, and graduate students. In this symposium, participants will learn about innovative strategies and programs to theoretically and experientially develop science faculty and future faculty in best practice teaching, including how to create an educational environment where all students feel valued and have equal access to learn. The speakers come from a multitude of disciplines and academic rank to share their expertise and personal experiences. Interactive strategies will be employed to deliver the content.

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