This community is designed to bring together DCTC faculty as we use data to explore strategies and techniques to support closing opportunity gaps.
The goal of the Seminar was to foster greater understanding of and competence in instructional practices that are successful for a diverse set of learners, with the understanding that this process begins with authentic self-exploration and is long-term and continuous. While it the seminar concluded in 2020, materials continue to be open for use and protected under a Creative Commons license.
Books in the CTL Library
- Race After Technology
- Reading, Writing, and Racism: Disrupting Whiteness in Teacher Education and in the Classroom
Minnesota State System
This is a working document and you are invited to add equity-minded principles per your discipline and/or general principles. Remember, institutions have the freedom to use “alternative instruction” modalities, which means online is one of those modes, including modes such as correspondence learning and staggered synchronous learning. Faculty within their programs will determine which modes best match their learner needs.
The Office of Equity and Inclusion consults, advises, trains, and provides policy development in the areas of equity, inclusion, diversity, equal opportunity, and affirmative action. The office provides programs and services to support its colleges and universities, as well as the system office. In addition, the office partners with communities, businesses, and civic and educational organizations to impact student success, procurement practices, and campus climate.
Programs and services focus on:
- Strategic diversity leadership
- Program and professional development
- Policy and compliance
- Student success
- Evaluation, assessment, and accountability
- Community engagement
The Network for Educational Development provides learning opportunities for faculty on a variety of topics, including Equity and Inclusion. Access the NED Events Calendar here.
National and Open
The Black Experience in Higher Education
Download a copy of The Black Experience in Higher Education, a new compilation of articles from Inside Higher Ed.
The articles explore faculty diversity, admissions, Black campus workers, curriculum and academic life, government funding and policies, and campus culture and leadership. Our reporters spoke with education experts, advocates for students of color, Black college administrators and faculty members, and Black students themselves who are increasingly questioning whether the country’s colleges and universities have fallen short in their stated mission of increasing equity at their institutions.
Packback is a different kind of online discussion that teaches students how to ask effective, open-ended questions. Their Anti-Racist Discussion Pedagogy Guide provides a starting resource for instructors who want to adopt an Anti-Racist discussion pedagogy in their own classroom, regardless of discipline or course subject matter.
Teaching & Learning in the Diverse Classroom Course
Cornell University’s Center for Teaching Innovation is pleased to announce its Teaching & Learning in the Diverse Classroom course will be self-paced as of January 1, 2021. Facilitators and teaching centers now have the flexibility to plan learning communities in line with their local calendar. Consider leading a learning community on your campus. Request the facilitators’ guide.
U.S.-based and higher-education-centered, the five-module course is for anyone with teaching responsibilities, at any level of diversity expertise. Registration for the course is open now.
The course features:
- compelling voices and stories from students, faculty, and staff
- opportunities to reflect on social identity, both your own and students’
- an introduction to key research on inclusion and student-centered learning
- an emphasis on assessing your own course design through the lens of inclusion
- a learning community guide to help form a cohort at your institution.
The course is free (certificate option: $99).
Please contact the Center with questions or for more information.
This rubric was designed by Michael Palmer and staff at University of Virgninia’s Center for Teaching Excellence to help quantitatively and qualitatively assess the degree to which a syllabus achieves a learning–centered orientation. The development of the rubric was guided by the literature on learning–focused course design, teaching, and student motivation.
The rubric contains criteria for inclusivity and tone, and offers suggestions for both syllabus language and learning activities toward those and other criteria.
- Becoming an anti-racist educator, Wheaton College
- Center for Urban Education (CUE) Racial Equity Tools, University of Southern California
- Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege, Master of Social Work Program, University of Southern California
- Faculty Toolkit on Digital Inclusion, Office of Global Inclusion, New York University
- Inclusive Pedagogy, University of Chicago
- Inclusive Teaching Practices, Office of Teaching & Learning, University of Denver
- Inclusive Teaching Resources and Strategies, CRLT, University of Michigan
- Teaching Race: Pedagogy and Practice, Center for Teaching, Vanderbilt University