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With the increasing diversity, including international students, in US American colleges, it is inescapable for faculty to make long-term adjustments to maximize learning for every participant in their courses. Creating an inclusive environment means that faculty are attuned to the diverse needs of college students regarding each task written or oral. In this chapter, the author describes an applicable academic class discussion model, an equitable process that faculty can adapt in their classes and facilitate frequently, especially if that is an inevitable component of their courses. The author explains how comprehensive notes on texts, adequate information literacy skills, and transparent class norms will lead to learning-centered academic class discussions and meaningful engagement of international college students.