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As national efforts strive to make STEM more inclusive, it is important to identify instructional practices that maximize effective learning for all and provide students from different demographic and educational backgrounds equal opportunities to excel.  In this paper, guidelines are presented based on research from cognitive psychology (learning and memory), social psychology (inclusive discourse), and discipline-based education research (DBER) in STEM higher education. The goal is to promote equity in STEM by offering concrete suggestions for implementing inclusive teaching practices across various STEM fields.

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