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.