C. Recognize and celebrate student identities

C2. Choose course materials, create learning experiences, and invite speakers representing and/or drawing on a variety of identities, voices, and perspectives.

When course materials and learning experiences represent a diverse range of identities, it sends a message to all students that their identities and experiences are valued and respected. Additionally exposing students to a variety of perspectives and voices, encourages them to think critically about different viewpoints, may challenge their assumptions and biases, and helps them develop more nuanced and informed opinions. Exposure to diverse course materials and learning experiences can also help students develop the skills and cultural competencies needed to succeed in a diverse and complex world.

 

Strategies & Examples

  • Ensure that course materials represent the voices, experiences, perspectives, and ideas of a diversity of people (e.g., problem examples, case studies, scenarios, etc.). First, critically examine course materials for exclusions, stereotypes, and bias. If using a textbook, consider offering additional content created by diverse authors. Let students know who the authors and scholars are by providing photos and brief bios.
  • Provide diverse visuals and use multimodal media (e.g., slides, images, videos, other visual materials) to represent diverse people (races/ethnicities, genders, ages, abilities, body types, etc.). You can find some here and here and on other free stock media websites, such as Pixabay, Pexels, and Unsplash. Use films, videos, music, simulations, physical objects, and 3D object simulations for multimodal engagement.
  • Use technology to engage students with diverse perspectives. For instance, invite guest speakers on Zoom, use multimedia resources such as TED talks, podcasts, National Archives Oral History Project, Storycorps, Open Educational Resources Commons, documentaries, and video interviews.
  • Make critically analyzing diversity-related aspects of course materials an explicit learning outcome. Ask students to identify and discuss gaps, exclusions, and non-inclusive representations, as well as the ideologies, norms, and established conventions that are valued in your field.
  • Empower students to become knowledge makers. Provide opportunities for students to create course content through assignments that include sharing their work with the class (e.g., contributing to a Moodle wiki, creating social media projects, class presentations, mini peer-teaching activities, asking students to identify real-world applications, etc.).

 

Considerations

Promote collaborative critical analysis of diversity-related aspects of course materials and learning experiences by soliciting feedback from colleagues and students.

 

Resources

Creating an Inclusive Learning Environment in STEM courses. Faculty Success Siobhan Mei, Manning College of Information and Computer Sciences. Center for Teaching and Learning.

Fostering Student Interest, Creativity, and Joy Through Multimedia Projects Faculty Success Beth Jakob, Biology and Graduate School. Center for Teaching and Learning.

Interactive Peer Instruction in a Large Lecture STEM Course. Faculty Success Rachid Skouta, Chemistry. Center for Teaching and Learning.

Universal Design for Learning (UDL) Deeper Dive Video Series. Center for Teaching and Learning.