Hispanic-Serving Institutions and the Colorblind Allocation of Radicalized Federal Funding by Nicholas Vargas and Julio Villa-Palomino
Facilitating Difficult Dialogues/OTFD Framework (PDF) - Presentation by Tasha Souza, PhD, Cal Poly Humboldt. Tools, strategies, and guidelines for having constructive conversations on challenging topics.
Guidelines for Discussion of Racial Conflict and the Language of Hate (PDF) – University of Michigan, Center for Research on Learning and Teaching. Offers guidelines to help instructors facilitate classroom discussion around incidents that involve the use of racial or sexual epithets, taunting, and other behavior that expresses hostility, including tools for dealing with both planned and unanticipated questions and discussions.
Overcoming Microaggressions (PDF) – Excerpt from Sue, D. (2010). Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. Steps educators can take to become more effective facilitators of difficult dialogues on race.
Teaching Controversial Issues (PDF) – University of North Carolina, Chapel Hill, Center for Faculty Excellence. Offers instructors approaches to planning controversial conversations that avoid antagonism and make the discussion productive. Includes a review of student intellectual development, guidelines for classroom discussion, and an overview of methods and approaches for structuring discussions.
Guidelines for Discussion of CyberBullying and Expressions of Anti-Gay Sentiment (PDF) - University of Michigan Center for Research on Learning and Teaching. Offers guidelines to help instructors facilitate classroom discussion around the issue of respecting sexual identity and intimacy, and the issues of ethical practice in cyberspace, including tools for dealing with both planned and unanticipated questions and discussions.
Teaching in Racially Diverse College Classrooms (PDF) – Harvard University, Derek Bok Center for Teaching and Learning. A resource designed to assist educators in creating optimal conditions for embracing diversity, including suggestions for preparation, creating the classroom environment, intervening in racially charged situations, and examining bias.
Class in the Classroom (PDF) – Harvard University, Derek Bok Center for Teaching and Learning. An examination of how class can affect learning, and suggestions for recognizing and being sensitive to class difference in the classroom.
Diversity and Education: Sexual Orientations (PDF) – University of Colorado, Boulder, Faculty Teaching Excellence Program. Discusses potential issues that arise in connection with sexual orientation in the classroom, and offers suggestions for using the topic for pedagogical purposes.
Suggestions on Teaching Students with Disabilities – UC Berkeley, Disabled Students Program. Provides suggestions for making courses “disability friendly,” including syllabus content, then lists tips for working with students with specific disabilities.
Diversity and Language: ESL Students in the University Classroom (PDF) – University of Colorado, Boulder, Faculty Teaching Excellence Program. Explores differences among ESL students and challenges they may face in the classroom, combined with effective and practical techniques for working with ESL students.
International Students: Recognizing and Addressing Cultural Variations in the Classroom(PDF) - Carnegie Mellon, Eberly Center for Teaching Excellence. A guide for faculty focused on teaching in an increasingly multicultural setting. Focus is on international students; however, the recommendations beginning on page 18 are good practices in general for addressing the needs of all students.
Treating Male and Female Students Equitably (PDF) – Dr. Bernice R. Sandler, Women's Research and Education Institute. Recommendations aimed at helping educators treat male and female students equitably, including tools for self-reflection and best practices for use both inside and outside of the classroom.
The Resources for Inclusive Learning and Teaching page aims to provide faculty and staff with a selection of practical information and tools designed to help foster inclusive student success in classrooms and on campus.The goals are to remove some of the mystery and guesswork around inclusive pedagogy, provide a collection of concrete tools you can use today, and recommend useful resources for further exploration. We have selected resources that are concise, as well as useful and adaptable across a wide range of experience, from new educators to seasoned professors.The links within the faculty section contain resources, guidelines, recommendations, and strategies, organized by topic. Where possible, we provide resources in printable PDF formats – most are 3-10 pages in length. In some cases, we provide links to websites that feature interactive course planning and problem-solving tools. At the end of each topic page, we provide a link to further readings. New and current research to be added.
Attached below are articles from the American Association of Colleges and Universities honoring student lives and their participation in college/university life.
From the Editor: Valuing and Empowering Students from Low-Income Backgrounds
Managing Hot Moments in the Classroom – Harvard University, Derek Bok Center for Teaching and Learning. Strategies for turning difficult encounters into learning opportunities that will enable educators to address important, challenging topics—religion, politics, race, class, gender—in classroom discussions.
Managing Classroom Conflict – University of North Carolina, Chapel Hill, Center for Faculty Excellence. Strategies for setting expectations, developing social cohesion, preventing conflict and managing it effectively when it arises.
Inclusive Practices for Managing Controversial Issues – Flinders University, Australia. Strategies and tips for using controversy constructively in the classroom and helping students find respectful and culturally inclusive ways of dealing with controversial issues.
COURSE TRANSFORMATION
Is Diversity Relevant to What I Teach? (PDF) – American Association of Colleges & Universities. A Diversity Digest article that discusses how faculty have applied diversity lessons to courses in Business, Mathematics, Biology, Engineering and Communication.
Transforming a Course (PDF) – University of Washington, Center for Instructional Development and Research. A one-page writeup outlining the steps involved in transforming a course and preparing to teach it.
Designing and Teaching a Course – Carnegie Mellon – A step-by-step guide of factors to consider when designing courses that aim to foster inclusion.
INCLUSIVE CLASSROOMS
Values Affirmation Activity Writeup/Handout (PDF) - Instructions and handout for conducting a values affirmation activity in your classroom. Activities like this one have been shown to reduce the impacts of stereotype threat and improve overall performance, particularly for students who are historically underrepresented in a given field.
Creating an Inclusive Learning Environment (PDF) – Carnegie Mellon, Eberly Center for Teaching Excellence. Discusses the impact of classroom climate on student learning and performance, and provides strategies to create a productive and inclusive classroom environment.
Creating Inclusive College Classrooms (PDF) – University of Michigan, Center for Research on Learning and Teaching. Addresses five aspects of teaching that influence classrooms, from course content and planning to instructor assumptions, knowledge, and behaviors, and uses examples to illustrate recommendations for making classrooms more inclusive.
Creating Civility in the Classroom (PDF) – UC Santa Cruz Center for Teaching and Learning. Defines classroom incivility, explains why it occurs, and offers strategies for preventing and/or responding to specific kinds of incivility in the classroom. Also offers sample civility statements for syllabi.
Designing Culturally Inclusive Environments (PDF) – Flinders University, Australia. Offers "Theory into Practice" recommendations for thinking about culture, including questions to guide instructor reflection and concrete tips for designing culturally inclusive teaching environments.
INCLUSIVE PEDAGOGY
Inclusive pedagogy is a method of teaching that incorporates dynamic practices and learning styles, multicultural content, and varied means of assessment, with the goal of promoting student academic success, as well as social, cultural, and physical well-being.
Best Practices
Using Small Groups to Promote Inclusive Learning (PDF) - Flinders University, Australia. Includes strategies and tips for inclusive small group teaching that can help overcome barriers to effective participation and help all students feel comfortable. Also includes a review sheet to help educators assess their facilitation of small group learning.
Solve a Teaching Problem – Carnegie Mellon, Eberly Center for Teaching Excellence. An interactive site that allows you to identify a problem you encounter in your teaching, consider possible reasons for the problem, and explore strategies to address it.
Audience-Specific Resources
Teaching in Racially Diverse College Classrooms (PDF) – Harvard University, Derek Bok Center for Teaching and Learning. A resource designed to assist educators in creating optimal conditions for embracing diversity, including suggestions for preparation, creating the classroom environment, intervening in racially charged situations, and examining bias.
Class in the Classroom (PDF) – Harvard University, Derek Bok Center for Teaching and Learning. An examination of how class can affect learning, and suggestions for recognizing and being sensitive to class difference in the classroom.
Diversity and Education: Sexual Orientations (PDF) – University of Colorado, Boulder, Faculty Teaching Excellence Program. Discusses potential issues that arise in connection with sexual orientation in the classroom, and offers suggestions for using the topic for pedagogical purposes.
Suggestions on Teaching Students with Disabilities – UC Berkeley, Disabled Students Program. Provides suggestions for making courses “disability friendly,” including syllabus content, then lists tips for working with students with specific disabilities.
Diversity and Language: ESL Students in the University Classroom (PDF) – University of Colorado, Boulder, Faculty Teaching Excellence Program. Explores differences among ESL students and challenges they may face in the classroom, combined with effective and practical techniques for working with ESL students.
International Students: Recognizing and Addressing Cultural Variations in the Classroom(PDF) - Carnegie Mellon, Eberly Center for Teaching Excellence. A guide for faculty focused on teaching in an increasingly multicultural setting. Focus is on international students; however, the recommendations beginning on page 18 are good practices in general for addressing the needs of all students.
Treating Male and Female Students Equitably (PDF) – Dr. Bernice R. Sandler, Women's Research and Education Institute. Recommendations aimed at helping educators treat male and female students equitably, including tools for self-reflection and best practices for use both inside and outside of the classroom.
Guidelines for Discussion of CyberBullying and Expressions of Anti-Gay Sentiment (PDF) - University of Michigan Center for Research on Learning and Teaching. Offers guidelines to help instructors facilitate classroom discussion around the issue of respecting sexual identity and intimacy, and the issues of ethical practice in cyberspace, including tools for dealing with both planned and unanticipated questions and discussions.
Talking Race in the Classroom – Dr. Jane Bolgatz, Graduate School of Education Fordham University. A 50-minute lecture about the need for racial literacy and how it can be incorporated into a school curriculum. A great model for talking openly about race in a college setting
Rafalow, M. H. (2020). Digital divisions: How schools create Inequality in the tech era. The University of Chicago Press. (forthcoming).
Tervalon M, Murray-Garcia J. (1998). “Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education.” Journal of Health Care for the Poor and Underserved, 9(2):117–125. http://dx.doi.org/10.1353/hpu.2010.023
Equity work at Cal Poly Humboldt (HSU) recognizes the historical and systemic disparities in opportunities and outcomes and provides resources necessary to rectify those disparities. Racial equity at Humboldt will be achieved when one’s racial identity no longer predicts, in a statistical sense, how one fares. Racial equity is one part of racial justice and works to eliminate policies, attitudes, and cultural messages that reinforce differential outcomes by race.
Adapted from the Education Trust-West and the Center for Assessment and Policy Development
What is Collective Impact?
The Collective Impact model believes no one single institution, policy, or governmental agency can solve an increasingly complex social problem on its own.
Five Key Elements to Collective Impact: 1.Common Agenda 2.Measuring Results (Data Informed) 3.Mutually Reinforcing Activities 4.Continuous Communication 5.Back Bone Organization/Network Manager"collective impact initiatives involve a centralized infrastructure, a dedicated staff, and a structured process that leads to a common agenda, shared measurement, continuous communication, and mutually reinforcing activities among all participants." Kania, J. and Kramer, M. (2011).
If you have experienced a situation of bias in any aspect of your university experience, you have the right to report the incident to the university for appropriate action and ask for help resolving the situation.
Any complaints or reporting of instances of bias must be made through the following channels. After speaking with the below University representatives, they will determine what actions, if any, may be taken to resolve the situation.
To file a complaint, please see the following page:
The Office of Diversity, Equity and Inclusion has a Lending Library of specialty books on Diversity, Equity and Inclusion subjects. If you would like to borrow one of these books, you are welcome to check out a book. All you need is your Humboldt ID number to checkout a book
OPEN CHEMISTRY COLLABORATIVE IN DIVERSITY AND EQUITY
http://oxide.jhu.edu/2/homeThe Open Chemistry Collaborative in Diversity Equity (OXIDE) is a 5-year, NSF/NIH/DoE-funded initiative to change the academic chemistry infrastructure from the top down by working with the chairs of leading research-active chemistry departments to reduce inequitable policies and practices that have historically led to disproportionate representation on academic faculties with respect to gender, race-ethnicity, disabilities, and sexual orientation.DIVERSITY,
EQUITY AND INCLUSION IN THE FOOD SYSTEM
https://dei.extension.org/dei-issue-type/language/It is important to: understand truth, how to heal, how to effectively implement DEI in learning environments, understand the importance of dialogue, and know how to change the optihe researched ontology provides framework guidance.
Program Goal To increase the diversity of higher education institutions and the work force in STEM fields through college and university initiatives that support the education and professional advancement of high-achieving individuals from underrepresented groups.
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