In this pedagogy focused PhilSoc meeting, I’ll talk through some strategies I’ve employed in various courses over the past decade or so in an attempt to make my courses and classroom environments more inclusive for women, racial and ethnic minorities, students with learning disabilities and those coming from economically insecure families. In the cases where the strategies are based upon recent empirical work, I’ll try to quickly sketch that research. But some of the strategies are based either on past colleagues’ advice and testimony, my own anecdotal evidence, or general research in pedagogy (which some find to be shoddy), and some were devised largely a priori. So there should be plenty of room for criticism or conflicting viewpoints during discussion, which will both be very welcome. (I don’t expect this to be your typical, adversarial PhilSoc, since I don’t claim to be the expert on all these matters.) Although I expect this talk and discussion to be especially helpful for those just starting out in the classroom, especially those who are likely to soon need to write a US “diversity statement” or to speak to inclusiveness-oriented selection criteria for the job market, my hope is that anyone involved in philosophy instruction will find something of value.