Office of Diversity and Inclusion
The Office of Diversity and Inclusion is committed to providing faculty with tools and resources necessary for excellence in teaching with regard to diversity and inclusion. Inclusive instructional practices can create a vibrant learning environment that allows students to thrive.
Please make use of these resources. We would also like to hear about your inclusive teaching strategies.
- Inclusive Pedagogy Faculty Fellows Program
- Inclusive Instructional Practices
- Teaching in Diverse Classrooms
- Managing Difficult Moments in the Classroom
- Women and Gender in the Classroom
- Additional Web Resources
The Office of Diversity and Inclusion is planning a new faculty fellows program focusing on the development of inclusive pedagogical practices. We hope to offer a pilot program in Summer 2013.
The Emerson student body is an evolving, increasingly diverse community. Teaching strategies for an intercultural classroom will improve Emerson’s ability to prepare future graduates as global citizens and leaders in their disciplines. Below are some resources from leading institutions for faculty development and research about teaching and learning. We encourage you to use these resources as you develop curricula, plan courses, and create syllabi.
The Derek Bok Center for Teaching and Learning at Harvard University has many “Tip Sheets.” Specific to inclusive teaching practices:
These tips help to address issues related to the evolving diversity and complexity of the classroom. How to plan for a racially diverse classroom; make the classroom accessible to all students; confront potential issues of discrimination; manage hot moments; and assess one’s own racial or cultural biases.
See: Executive Summary
Finding teaching moments in the heat of in-class conflict with the help of these suggestions. Whether faculty thrive upon such exchanges or find them overwhelming, de-escalating conflict can lead to deep learning.
Class and socio-economic concerns are often hard to define. Concerns of first-generation college students and other “invisible” demographics may have a definitive affect on students’ ability to learn. These tips are designed to make the issues more visible to faculty and to provide a roadmap to meet them.
Women continue to experience gendered forms of treatment in the classroom that may be unintentional yet affect student learning. These tips reflect the complexity of the issues involved regarding gender in the contemporary classroom.
- University of Virginia Teaching Resource Center: Gender Dynamics in the Classroom focuses on teaching to promote gender equity in the classroom and includes practical strategies for enhancing student learning.
- University of California Davis Women’s Resource and Research Center: Creating Gender Equity in Your Teaching concentrates on classroom interactions; gender-related language and patterns of communication, as well as gender-based assumptions.
- Carnegie Mellon’s Eberly Center for Teaching Excellence has published a Faculty Guide entitled Teaching in an Increasingly Multi-Cultural Setting: Recognizing and Addressing Cultural Variations in the Classroom. It sets the context and explores cultural variations, and ends with suggestions for instructors to build teaching skills, strategies and techniques.
The Center for Research on Learning and Teaching at the University of Michigan has extensive research and resources regarding multicultural teaching.
Creating Inclusive College Classrooms
Critical assumptions are investigated and solid suggestions are recommended to create an environment that allows for equitable participation by all students.
Inclusive Teaching Strategies
Strategies, such as, interactive lecturing; active learning; using cases; sustained small group work and team research; and establishing rapport on the first day of class are explored. Also recommendations and key principles for course-planning are provided as well as more articles on similar topics.
Responding to Difficult Moments
Strategies that anticipate and respond to difficult discussions, including guidelines for class participation; planning and facilitating discussions on controversial topics; and handling “hot” moments.
Annotated Bibliography on Multicultural teaching
Tools for Teaching, Barbara Gross Davis, Jossey Bass. 2nd Edition. 2009
Textbook by Dr. Gross Davis, Assistant Vice-Provost for Undergraduate Education at the University of California, Berkeley.
Updated in the 2nd edition from the original published in 1993, this book explores the complexity and diversity of the emerging 21st century classroom and techniques from designing a course to final grading. Part II covers four chapters on the intercultural and diverse student body.
Engaging Diversity in Undergraduate Classrooms: A Pedagogy for Developing Intercultural Competence: ASHE Higher Education Report, Volume 38, Number 2 (J-B ASHE Higher Education Report Series (AEHE)) by Amy Lee, Robert Poch, Marta Shaw and Rhiannon Williams (Jul 17, 2012)
This report states the need for intercultural competency development in classrooms; outlines understanding intercultural competence and its development, and moves to exploring the development of a pedagogy that supports the same given an institutional context and providing an integrated framework for intercultural learning. Further development of pedagogy into course design and preparation, along with practicing a pedagogy that engages diversity are followed by conclusions and recommendations that build teaching skills with a focus on inclusive practice.
Faculty Diversity: Removing the Barriers, JoAnn Moody, Routledge, 2012
JoAnn Moody, Faculty Development and Diversity Specialist, 2010, explores why we see so little progress in diversifying faculty at America’s colleges, universities, and professional schools. Dr. Moody provides practical and feasible ways to improve faculty recruitment, retention, and mentorship, especially of under-represented women in science-related fields and non-immigrant minorities in all fields.
Teaching Inclusively: Resources for Course, Department & Institutional Change in Higher Education (New Forums Faculty Development). Editor Mathew L. Ouellet
Mathew L. Ouellet, Associate Director of the Center for Teaching & Faculty Development at the University of Massachusetts, Amherst has edited a comprehensive look at theoretical frameworks and useful models for inclusive teaching from a broad spectrum of experts. These are followed by departmental or program-based change initiatives, as well as systemic change initiatives in different case studies providing an overview of recent efforts to enhance teaching with regards to inclusion. The text concludes by sharing best practices and methods with take-away lessons for improving teaching.
American Association of Colleges & Universities (AAC) Toolkit:
Liberal Education & America’s Promise (LEAP) is a “national public advocacy, campus action, and research initiative that champions the importance of a twenty-first-century liberal education”, and provides a “toolkit” of resources to enhance teaching and learning. “Making excellence inclusive is a call to action for educators who believe that high-quality, practical liberal education should be the standard of excellence for all students. It is a framework for educators to resist and reverse historical standards of inclusion and excellence. The intended outcome is that colleges and universities integrate diversity, inclusion, equity, and educational quality efforts into their missions and operations on an institutional level, leading to excellence in learning for all students.”
DiversityWeb Diversity & Democracy
Online periodical exploring Civic Learning for Shared Futures
Lesson plans, curricular tools, information on teacher training programs and more. Join GLSEN's Educators Network Mailing List and be informed about new educational resources as they become available. [Some material can be adapted from K-12 focus.
Media Education Foundation
The mission of the Media Education Foundation is to produce and distribute documentary films and other educational resources to inspire critical thinking about the social, political, and cultural impact of American mass media.