Syllabus Checklist for Diversity and Inclusiveness Diversity includes age, culture, disability, gender, gender identity, national origin, military background, marital status, social class, color, race, religion, sexual orientation, and diversity of thought. My course: Diversity Component Present? Course title & description You may not be able to change these, but consider: Does the title and course description reflect the GSE’s guiding principle of diversity and inclusiveness? Accommodations statement Do you include an accommodations statement on your syllabus somewhat like the example? Y Course objectives/ outcomes Do your Y N N Examples • “Instructional methods that support all learners...” • “The diverse classrooms and communities in which you’ll work...” If you require accommodations (e.g., special seating, interpreter, note-taker, etc.), please inform your instructor immediately. Students with disabilities should register with the PSU Disability Resource Center (503-725-4150) to document their need for accommodations and obtain support services. I will work with you to arrange the supports you need in this class. • “Address the needs of diverse learners...” Ideas for Improving objectives: Aim toward student understanding of ethnic, social class, language, disability, and gender influences on development and learning? Promote a critical analysis of social/ school realities or current policy? Texts or assigned readings Do your assigned readings include choices that address diversity or inclusion? Y N Y N Y N Student expectations • Do you establish ground Y rules regarding respectful participation in discussion? N • “Teach culturally diverse student populations...” • “To design culturally sensitive...” • “Commitment to diversity and to antibias, anti-racist education...” • “Relate issues to broader social, cultural, political, and historical contexts…” Many possible choices. Examples: Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education, 5th ed. Boston, MA: Pearson Allyn & Bacon. Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial & Special Education, 22, 197-203. • “We examine our personal and cultural values...” • “Address cultural and linguistic differences...” • “Complete all work free of biased • Do you have a policy about use of biased language? Course activities and assignments Do you present multiple opportunities to foster crosscultural competence, critical thinking, and decision making? Do you provide multiple opportunities for personal participation and growth? Do activities and assignments present multiple opportunities for taking action on social problems? Do these activities show up regularly on your course schedule? Evaluation procedures Do assignments permit students to Y N Y N Y N Y N Y N Y N language...” • “Students whose beliefs, religious practices, or lifestyles may conflict with class attendance...” • “Interview a parent of a child with diverse learning needs...” Y N • “Identify an issue, concept, or subject that you at one time viewed as right or wrong...” • “Consider how you have come to understand your race and ethnicity...” A range of modes and methods to address diverse learners: • Oral as well as written apply their preferred approaches to problem solving and encourage mastery of other approaches as well? Do assignments engage students in meaningful selfreflection? Is support provided to enable students to meet rigorous standards? • Scaffolded written assignments • Assignments requiring reflection and interpretation • Response journals • Collaborative project-based assignments Y N Y N Y N Evaluation questions adapted from Kitano, M. K. (2000). Multicultural course transformation: A framework for course and syllabus change. Unpublished inservice materials.