Guidelines

1. Curriculum And Course Content

   How does the subject matter covered reflect the histories, experiences, and issues of groups marginalized by disabilities, sexual and gender diversity, Aboriginal identity, class and poverty, race and ethnicity, and gender status (women)? In what ways are the complexities of these issues and their intersections engaged intellectually? How are controversies related to differences in context, history, power, and identity addressed?

2. Resources

   Do the readings and audio-visuals include work by people from the above groups often absent in academic syllabi? Are guest speakers or field visits included that can broaden the range of voices and interests represented?

3. Teaching/Learning Practices

   Are the learning activities varied to respond to different learning styles and ways of learning represented among a diverse student population? How does the teaching/learning process draw upon students' experiences and link to the diverse communities represented, affirming different knowledges and practices?

4. Accommodations

   Are options and special support offered in assignments and assessment processes to accommodate people with particular disabilities or other needs based on class and poverty, sexual and gender diversity, Aboriginal identity, race, ethnicity, religion, etc.?

5. Information In Relevant Documents

   Does the unit offer information to students (through recruitment and program materials, orientation classes, course syllabi) that alerts them to existing Senate policies on disabilities and equity, indicating campus resources available to students who might seek support around disabilities, sexual and gender diversity, Aboriginal status, women's issues, racism and poverty?

Changing Our Practices: One Step at a Time

Rethinking our courses in terms of diversity and equity concerns can take a lot of energy. But there are small ways we can begin this process. Consider these different scenarios:

1. You have been teaching for a long time and don't have time to rethink the content:
   1. Add new readings that reflect the greater diversity represented in the student population
   2. Bring in a guest speaker who can bring a different perspective on the subject
   3. Integrate a film that brings diverse voices into the classroom not normally heard or seen there
2. You have been teaching the course for a while, and would like to take some time to update and redesign it:
   1. Critically review and challenge the topics included in the course by asking whose histories and interests are represented
   2. Research materials in the (expanded) field, identifying work by authors that may have been marginalized
   3. Diversify the kinds of teaching and learning activities included to respond to different ways of learning and different students' needs and perspectives
3. You are going to create a new course and want to consider diversity/equity issues as you design it:
   1. Seek out people who might have experience or knowledge that comes from diverse histories, and develop a range of course topics that is broader than what you might have come up with by yourself
   2. Follow suggestions in 2) a, b, and c above.
   3. Put a statement in your syllabus noting the campus units that offer support in equity areas and indicating your openness to learn from students about these issues.