Principle 3: Inclusivity and Diversity
Develop and teach courses through inclusion of content from multiple perspectives, considering diversity in all its forms, as understanding differing experiences is critical for all students’ deep learning. Therefore instructors are encouraged to select content to support, facilitate, and interrogate barriers to inclusion.
Knowledge experts from across disciplines have discovered critical gaps in their disciplines’ advancement and understanding based on conscious or unconscious exclusion of diverse experiences and perspectives, and therefore in both research and teaching it is incumbent upon instructors to actively counter disciplinary and other habits of bias through systematic evaluation of course content and pedagogy for diversity: in viewpoints, population focus, as well as author identity.
- Embrace and make visible inclusive course design as a valuable opportunity to interrogate historical consciousness and our assumptions about various peoples and ideologies.
- In introducing content, acknowledge systemic inequities–and the power and privilege that attend them in our disciplines, workforce, and global society–and use intentional course design to make visible and address these inequities.
- Practice culturally responsive teaching (CRT) to cultivate awareness of the identities and dynamics that shape educational experiences and impact learning, provide efficacious and responsive accommodations for equitable and optimal learning and assessment, and effectively leverage diversity in the course environment.
- Audit course content for 1) diversity and inclusion of authors and creators, noting gaps and areas of concentration and 2) diversity and inclusiveness of topics, examples, and experiences selected. Remain open to changing texts and voices highlighted.
- Critically evaluate texts for assumptions, stereotyping, and missing perspectives and bring these elements to students’ attention. Highlight contributions made by diverse voices made to the field to further facilitate inclusion. Avoid marginalizing non-dominant voices by highlighting and discussing homogeneity when it occurs.
- Demonstrate how understanding diverse voices is essential for creating high quality, rigorous, and competitive academic programs that serve student needs and continue to elevate the institution’s reputation.
- Avoid assuming familiarity with cultural references (for example, WASP or Lassie), understanding that few cultural references are widely shared, and assuming shared references undermines the confidence of those for whom the reference is unknown.
Incorporating Diverse Perspectives in Course Materials
Understanding diverse experiences is critical for all students’ deep learning, so take time to select content to support, facilitate, and interrogate barriers to inclusion.
Employing Pedagogies of Inclusion
Using inclusive teaching strategies and cultivating an inclusive classroom climate helps all students learn and prepares them for the world beyond the University.
Cultivating Diversity, Equity, Inclusion, Belonging
Taking actions to support students’ appreciation for diversity and their experience of your class as equitable, inclusive, and one in which they belong can powerfully affect students’ learning.
Pedagogical Strategies for Intercultural Learning
Adapted from a talk by Prof. Milton Fuentes, these strategies will help you discuss equity, inclusion, and diversity (EDI) in the classroom, and apply an EDI-centered approach to course development.
Discussing Equity: Using Protocols to Deepen Conversation and Raise Intellectual Engagement
Adapted from a presentation by Prof. Patricia Virella, this guide will help you create an environment in which deep conversations about equity and other sensitive issues can flourish.
Mitigating Implicit Bias
Taking actions to recognize and mitigate implicit bias supports students’ sense of belonging and success.
Universal Design for Learning (UDL)
Design and deliver all course elements for maximum accessibility to give every student equitable opportunities for success.
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“Online Equity Rubric.” Peralta Community College District Distance Education. http://f.hubspotusercontent00.net/hubfs/6398505/Peralta-Online-Equity-Rubric-3.0-Oct-2020.pdf
Sellers, S. et al. Reaching All Students: A Resource for Teaching in STEM. Center for the Integration of Research, Teaching, and Learning (CIRTL), last modified 2007, accessed July 19, 2017. http://career.ucsf.edu/sites/career.ucsf.edu/files/PDF/Researchersreachingallstudents.pdf
Tobin,T.J., & Behling, K.T. (2018). Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. West Virginia University Press.
Yancy, G. and Davidson, M.D.(2014). Exploring Race in Predominantly White Classrooms: Scholars of Color Reflect. Routledge.
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Last Modified: Tuesday, January 28, 2025 4:47 pm
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