Ask all students for phonetic pronunciation of their names, and use these to call on and identify students
Ask students for their pronouns and use their pronouns accordingly
Recognize that all of your students have multiple identities that inform their cultural practices, beliefs, behaviors and expectations
Acknowledge that because someone does something differently than you would expect, it does not make it wrong
Recognize that you have multiple identities that inform your cultural practices, beliefs, behaviors and expectations
Reflect on how these may differ from your students' practices, beliefs and behaviors and how they might affect your students' success in the course
Recognize the power you hold as a faculty member
Consider how this dynamic may affect a student's ability to do things such as speak in class, ask for help or provide feedback to faculty and other students
Take note of who disproportionately participates in your classroom
Is there a way you could structure the course differently?
How might you encourage more students to participate?
Consider administering anonymous surveys throughout the semester to gauge whether students are feeling included and supported, and whether your teaching style is facilitating their learning
Use this feedback to change your syllabus or facilitation
Monitor the assumptions you make about your students and work to challenge negative assumptions or biases that do not support students' success in your course
Implement a variety of teaching styles in the classroom — lecture, group discussion, student teaching, etc.
Support effective disagreement and the conflict of ideas in ways that allow a variety of perspectives to be shared
Encourage openness to multiple perspectives and experiences of others
Teach, encourage and model that intention is not the same as impact
Ask that all students and faculty recognize that the impact of what they say or do can be harmful, even when the intention was not to harm
Model and encourage repairs when harm is caused, even when the harm is not fully understood
This can involve admitting mistakes openly and modeling your own self improvement
Ensure that women and people of color are represented as authors and subjects in the curriculum and curriculum texts
Ensure that multiple voices and cultural perspectives are represented in the curriculum and curriculum texts
Ensure that different cultural, racial and gender identities are represented in examples. visual aids, multiple choice questions and other teaching resources
Assessment
Emphasize mastery of content and learning over performance or competition
Consider whether your assessment, including deadline and attendance policies, disproportionately disadvantage certain students who have competing work and caretaking responsibilities.
Is there a way to accommodate those students so that your assessment does not exacerbate preexisting inequities?
Are these assessment techniques necessary to achieving the course goals?
Use methods of evaluation that focus on mastery of content and learning rather than performance and competition between students
Use a variety of assessments so that students have multiple opportunities to demonstrate their mastery of the content
Be explicit about your expectations for all forms of evaluation and be flexible in your evaluation of students' work
Offer task- and process-related feedback frequently
Use discretion when evaluating grammar.
Correct grammar for informational purposes, but try not to connect it to grades unless that is an explicit learning outcome of the course
Other Considerations
How does my discipline help prepare students to live and work in today's culturally diverse democratic society in an interdependent world?
How does the course empower my students to develop diverse perspectives about the paradigms and concepts of my discipline?
How does the course help students understand the global goal of education in a culturally diverse society and develop skills and dispositions for reconstructing society for social change?
Do I provide illustrations and examples, or enlist my students to share illustrations and examples, that reflect cultural perspectives, global perspectives and issues of equity and justice?
Do my assignments enlist students to share illustrations and examples that reflect cultural perspectives. global perspectives and issues of equity and justice?
What cultural perspectives are being shared throughout the course?
Which cultural perspectives are missing?
What issues of social justice and civic engagement are infused?
We use cookies to provide and improve our services. By using our site, you consent to cookies.