Embedded Files
Bias Incident Report
1. Define Learning Goals (What do students in your field need to know about?)
1. Define Learning Goals (What do students in your field need to know about?)
The history of diverse groups; their writings, theories, and patterns of participation
The social dynamics of identity formation and change
Structures of power and privilege in society; prejudice, discrimination, and stereotyping
Patterns of communication and interaction within and among different cultural groups
Theories of personal, institutional, and societal change
2. Question Traditional Concepts
2. Question Traditional Concepts
Have traditional ways of organizing content in this course obscured, distorted or excluded certain ideas or groups?
What new research is available that addresses past distortions and exclusions?
How will the course change if I include this new research?
How might a change in this syllabus affect its relation to the rest of the curriculum?
3. Understand Student Diversity
3. Understand Student Diversity
What kinds of diverse perspectives and experiences will students bring to the class?
How can I assess students’ prior knowledge of race, class, gender, etc.?
How can I incorporate diverse voices without relying on students to speak for different groups?
How will my own characteristics and background affect the learning environment?
Will some students see me as a role model more readily than others?
How can I teach to all students?
What examples, writings can illustrate these topics?
Is there a new thematic approach to this material that will help to foreground cultural diversity?
How do I integrate new material so that it’s not simply an “add-on”?
What teaching strategies will facilitate student learning of this new material?
4. Select Materials and Activities
4. Select Materials and Activities
If the course topics remain the same, what new research, examples, writings can illustrate these topics?
Is there a new thematic approach to this material that will help to foreground cultural diversity?
How do I integrate new material so that it’s not simply an “add-on”?
What teaching strategies will facilitate student learning of this new material?
5. How do I prepare to teach a transformed course?
5. How do I prepare to teach a transformed course?
What are my strengths and limitations relative to the new content and teaching techniques?
How will I assess student learning in the transformed course?
How will I handle difficult or controversial subjects in class discussion?
What resources are available to assist faculty members in transforming courses?
Source: Betty Schmitz, Ph.D., Director of the Curriculum Transformation Project, University of Washington.
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