Mounting evidence suggests that Hispanic and African-American college students have lower sense of belonging to scientific areas of study, mainly impacted by a disconnect between their social and classroom experiences. Pedagogical approaches that increase access of students to learning in the sciences can reverse this trend. In this interactive workshop, we propose to offer practical solutions for modifying the syllabus and course materials in a format that welcomes and includes all our students. Here, we consider inclusivity in all forms, from decolonizing the syllabus to providing access to all students addressing mounting demands for racial justice reform. The workshop is intended as a conversation and asks faculty to consider the lived experiences of their diverse student body, examine their own assumptions about race and accessibility to education and resources, and consider new ways of making courses more inclusive for all students whether in the classroom or on a digital platform.