Online Resources For Diversity and Inclusion in Teaching:
- Advice on Advising: How to Mentor Minority Students
- Controversial Topics in the Classroom
- Diversity and Inclusion in College Classroom
- Center for advancing-faculty-excellence UAA
- Practical Strategies for Teaching to a diverse student body
- Classroom Atmosphere Diversity and Inclusion
- Inclusive Classroom
- Building Inclusive Classroom: Strategies
- An approach for teaching Diversity
- Creating an Inclusive Climate
- Resources Inclusive Teaching
- Inclusive Teaching Resources
- Difficult Dialogues
- Teaching International Students
- Equity Literacy – More than Celebrating Diversity
- Multicultural Pavillion Awareness Activities
- Teaching beyond the Gender Binary
- Start Talking
- High Impact Practices
- Creating Inclusive Classroom
- Harvard Implicit Bias Test
- Perception.org Science of Equality
- Scientific American How Diversity Makes us Smarter
- Preventive Strategies for Effective Classrooms
- FacultyDiversity.org
- Increasing Inclusivity in Classroom
- Inclusivity and Teaching
- Critical Multicultural Pavillion Resources
- Gender and Race of Faculty in Student Evaluation
- ‘Ask Me’: What LGBTQ Students Want Their Professors to Know
- National Resources for Community Based Learning
- Imagining America: Artists and Scholars in Public Life
- Cultural Agents Initiative
- Pre-Texts Pedagogical Method
- The Path Project
- Students and Gender Identity
- How to Reach All of Your Students”. Here is How to make Your Teaching More Inclusive
- Teaching while Black: racial dynamics, evaluations, and the role of White females in the Canadian academy in carrying the racism torch
Online Resources on Microaggressions in the Classroom:
Videos
- Microaggressions in Everyday Life
- Microaggressions: What Kind of Asian Are You?
- LISTEN: How do you respond to Microaggressions?
- Microaggressions in the classroom
Documents
- “The Everyday Bullying of Microaggressions: Recognizing and Intervening” Yolanda Flores Niemann, Ph.D. University of North Texas
- American Sociological Association – Webinar on “Addressing Incivility” by Dr. Chavella Pittman
- Western State College, Gunnison, CO – Center for Teaching and Learning Sample Syllabus Civility Statements
Syllabus Statements
Resources
Examples of Diversity and Inclusion Syllabus Statements
- Syllabus Examples from Clemson University
- Diversity Statements from Yale Poorvu Center
- Inclusion, Safety, and Disability Accommodation at UCF Syllabus Statement
- Tips for teaching about diversity from the University of Kansas
- The instructor considers this classroom to be a place where you will be treated with respect as a human being – regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, gender identity, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the instructor’s expectation that ALL students experience this classroom as a safe environment.
- The University of Kansas supports an inclusive learning environment in which diversity and individual differences are understood, respected, and appreciated. We believe that all students benefit from training and experiences that will help them to learn, lead, and serve in an increasingly diverse society. All members of our campus community must accept the responsibility to demonstrate civility and respect for the dignity of others. Expressions or actions that disparage a person’s or group’s race, ethnicity, nationality, culture, gender, gender identity/expression, religion, sexual orientation, age, veteran status, or disability are contrary to the mission of the University. We expect that KU students, faculty, and staff will promote an atmosphere of respect for all members of our KU community.
- Civility and respect for the opinions of others are very important in an academic environment. It is likely you may not agree with everything that is said or discussed in the classroom. Courteous behavior and responses are expected at all times. When you disagree with someone, be sure that you make a distinction between criticizing an idea and criticizing the person. Expressions or actions that disparage a person’s or race, ethnicity, nationality, culture, gender, gender identity / expression, religion, sexual orientation, age, disability, or marital, parental, or veteran status are contrary to the mission of this course and will not be tolerated.
- Diversity and Inclusion Statements from Brown
- Sample Syllabus Statement from Alisse Portnoy, Introductory-level English class at the University of Michigan “In our structured and unstructured discussions and dialogues, we also will have many opportunities to explore some challenging issues and increase our understandings of different perspectives. Our conversations may not always be easy; we sometimes will make mistakes in our speaking and our listening; sometimes we will need patience or courage or imagination or any number of qualities in combination to engage our texts, our classmates, and our own ideas and experiences. Always we will need respect for others. Thus, an additional aim of our course necessarily will be for us to increase our facility with the sometimes difficult conversations that arise as we deepen our understandings of multiple perspectives – whatever our backgrounds, experiences, or positions.”
- Syllabus Checklist from the University of Iowa College of Education “Respect for Diversity: It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups. In addition, if any of our class meetings conflict with your religious events, please let me know so that we can make arrangements for you.”