Inclusive classroom training typically focuses on course design, teaching strategies, and evaluation practices girded in best teaching practices. Our university has hosted inclusive classroom training for six years, but just recently began providing mandatory training in each of the university’s academic departments for teaching faculty (including term, tenure-track, tenured, and adjunct professors). The newness and relevancy of student development theories to faculty proved worthy of increased attention by our Center for Excellence in Learning and Teaching. Using qualitative assessment data from our institution's mandatory Inclusive Classroom Annual Training for faculty, we present findings that illustrate how instructors would benefit from cursory information on student development theories. Faculty reflections focused around three themes. First, it is essential for faculty to humanize teaching and learning by remembering to teach students and not just course content. Second, faculty could connect their new knowledge of student development theories to their pedagogies and specifically how it can promote inclusive classroom environments. Finally, participants shared vulnerabilities by interpreting their past, present, and future teaching through a lens of student development theories. Also provided are recommendations to enhance teaching development for faculty, teaching and learning centers, and student affairs educators centered on the importance of student development theories.

全纳性课堂培训通常侧重于课程设计、教学策略和基于最佳教学实践的评估实践。我们的大学已经举办了六年的包容性课堂培训，但最近才开始在大学的每个学术部门为教师（包括学期教授、终身教授、终身教授和兼职教授）提供强制性培训。事实证明，学生发展理论与教师的新颖性和相关性值得我们的卓越学习和教学中心给予更多关注。利用我们机构对教师进行的强制性全纳课堂年度培训的定性评估数据，我们提出了一些研究结果，说明教师如何从学生发展理论的粗略信息中受益。教师的反思主要围绕三个主题。首先，教师必须记住教学生而不仅仅是课程内容，从而实现教学人性化。其次，教师可以将学生发展理论的新知识与他们的教学法联系起来，特别是如何促进包容性的课堂环境。最后，参与者通过学生发展理论的视角解释了他们过去、现在和未来的教学，分享了自己的弱点。还以学生发展理论的重要性为中心，为教师、教学中心和学生事务教育者提供了加强教学发展的建议。