DEI Professional Development and Group Work Advisory Committee

5 Highlighted Topics

• Use Inclusive Language
  • Acknowledge Pronouns
    • Verbal introductions
    • On Name Tags
    • Written
      • Email signature
      • Zoom profile/other online profile(s)
      • Keep pronouns in mind when designing any written assignment/exercise/discussion prompt/worksheet/poll etc.
  • Develop a diversity & inclusion statement that can be used in
    • Outlines/syllabus
    • Discussion Boards/Prompts
    • Course Introductions
    • Presentations
• Seek to include Diverse Voices and Perspectives in your Course Content
  • Selection of Research Topics for Class Demonstrations – Use varied and diverse subjects examples when demonstrating database or catalog searching.
    • If demonstrating search strategies on a topic where a group is oppressed or marginalized, also offer topics that focus on empowerment
  • Search for and include diverse Academic Voices/Publications in Research Guides & Classroom Materials –
    • • Identify academic journals that specialize in publishing work by marginalized authors
      • Seek out subject specific databases
      • Search for professors in specific programs and their published materials
      • Use the internet to find lists of authors from marginalized communities
  • Actively include & teach strategies for finding diverse voices in your instruction
• Accessibility – apply accessibility best practices to materials used in class
  • videos should have captions
  • audio should have transcript files
  • Consider handing out documents that outline any lecture or skills presented in class
  • Present new vocabulary in a handout or write it on a board – be aware of library jargon and provide explanation
  • All visual sources in class (writing on the board, powerpoint presentations etc.) should use high contrast markers or chalk and letters/font should be an appropriate size for visibility
  • Narrate or Describe images and charts as you use them in class
• Adopt practices that create an Inclusive Classroom Climate. Ideas include:
  • Use small groups for discussion –
    • students hesitant to speak up in front of an entire class may be more willing to participate in smaller groups
    • creating small groups can expose students to other classmates’ perspectives that they have not encountered previously
  • Model Inclusive Language
  • Provide alternative means for participation – polls, online discussions, journals
  • Allow for anonymous participation – this can be useful if topics addressed are sensitive and students could be hesitant to express an alternate view/li>
• Consider Multiple Learning Styles and Provide Multiple Formats for Instruction
  • Learning Objectives/Outcomes for each class session should be delivered both in written format and verbally
  • Present materials in multiple ways (verbally, in writing and visually)
  • Consider recording instructions to be accessed later, provide access to video or screenshots for activities gone over in class
  • When possible, give students the opportunity to try skills themselves in class rather than relying on demonstration or lecture only
  • If teaching a class with graded assignments, consider:
    • Give multiple low stakes assessments
    • Reduce the weight of larger papers and tests
    • Allow students to drop their worst grade
    • Provide study questions that provide content and format of upcoming tests and review examples of good answers with explanation?

• Acknowledging Pronouns  -
  • this guide from Out & Equal is designed for a work environment but can be applied to the teaching environment as well.
• Including Diverse Voices, Perspectives, Research in your instruction
  • this guide developed by SUNY Potsdam explores strategies to find diverse voices in published materials
  • George Mason University created a guide on Finding Diverse Voices in Academic Research
  • Library instruction for diverse Populations Bibliography from ACRL – Created by Instruction for Diverse Populations Committee of the ACRL Instructions Section
• Developing Diversity & Inclusion Statements –
  • Brown University’s Harriet W. Sheridan Center for Teaching & Learning
  • Carnegie Mellon University’s Eberly Center
  • Cal Poly’s Center for Teaching, Learning & Technology
• Designing Accessible Course Materials
  • Steps to make documents, digital materials accessible – Inside Higher Ed
  • Do’s and Don’ts on designing for Accessibility – Posters and lists created to guide designers for users with low vision, Deaf or hard of hearing, dyslexia, motor disabilities, users on the autistic spectrum and users of screen readers
• Creating an Inclusive Classroom Environment –
  • Yale Poorvu Center for Teaching and Learning
  • Cornell University Center for Teaching Innovation
  • Columbia University Guide for Inclusive Teaching
• Considering Multiple Learning Styles and Providing Multiple Formats for Instruction
  • Universal Design for Learning Guidelines
  • Incorporating UDL into Library Instruction
  • Universal Design for Learning (UDL) in the Academic Library