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Land Acknowledgment
Land Acknowledgment
The Center for the Advancement of Teaching at UCLA acknowledges the Gabrielino/Tongva peoples as the traditional land caretakers of Tovaangar (the Los Angeles basin and So. Channel Islands). As a land grant institution, we pay our respects to the Honuukvetam (Ancestors), ‘Ahiihirom (Elders) and ‘Eyoohiinkem (our relatives/relations) past, present and emerging.
We invite you to learn more about the Gabrielino/Tongva peoples, about land acknowledgment, and about additional actions that can support the ongoing work of decolonizing relationships with people and place using the links below. This resource list is not exhaustive.
UCLA Statement on Acknowledging Native Peoples at UCLA Events
Guide to Indigenous Land Acknowledgment and Going Beyond Land Acknowledgment (Native Governance Center)
Starting From the Heart: Going Beyond a Land Acknowledgment (Elementary Teachers’ Federation of Ontario)
Workshop Description
Workshop Description
This workshop, hosted by the UCLA Center for the Advancement of Teaching, explores how various forms of bias impact course design, and helps instructors develop skills to interrupt bias when articulating learning objectives, selecting and delivering course content, planning and implementing in-class activities, and designing assessments. Participants practice applying principles of equity-minded course design to sample course materials and case studies, and leave the workshop with resources to support revising their own courses in ways that center equity. NOTE: We strongly recommend attending CAT's Foundations for Equitable & Inclusive Teaching workshop before participating in this workshop. For a deeper dive into designing equitable and effective in-class activities, we recommend attending CAT's Fostering Student Engagement workshop or dropping by our weekly Learn at Lunch learning community.
Learning Objectives
Learning Objectives
Analyze how bias impacts course design and adversely affects students’ academic performance and sense of belonging.
Practice applying principles of equity-minded course design to interrupt bias when articulating learning objectives, selecting and delivering course content, designing assessments, and planning in-class activities.
Identify resources and strategies to help you (re)design your own courses.
Recognize moments of resistance to change (personal and institutional) and develop skills to create innovative and empathetic solutions.
Workshop Materials
Workshop Materials
In order to help foster a brave space for dialogue, this workshop has not been recorded. This workshop is most effective when experienced live, and will be offered again. Visit the Events page of the CAT website for more information about workshop offerings, and the Equitable & Inclusive Teaching page of our website for more information related to our EDI resources and programming, including information about scheduling consultations or workshops for your department/division. Additional course design resources can be found on the Course Design page of the main CAT website.
If you are interested in exploring equitable teaching practices independently, we recommend the resources below, as well as the CAT websites linked above. Please note that these lists are not exhaustive. To learn more about CAT services or to recommend additional resources for this website, contact CAT Associate Director for Faculty Engagement Beth Goodhue.
Featured Resources
Featured Resources
CAT Backward Design & Learning Objectives GuideCAT Learning Outcomes Guide
CAT Equity Self-Assessment for Course Design.docxCAT Equitable Course Design Self-Assessment Guide
Additional Course Design Resources
Additional Course Design Resources
Frameworks for Equity-Minded Course Design
Frameworks for Equity-Minded Course Design
Backward Design
Backward Design
The Course Design Triangle from Wiley Education Series
Understanding By Design by Grant Wiggins and Jay McTighe (1998; rev. 2006) - summary from Vanderbilt University
Universal Design for Learning (UDL)
Universal Design for Learning (UDL)
Culturally Responsive & Sustaining Pedagogies
Culturally Responsive & Sustaining Pedagogies
Interview about culturally responsive and sustaining pedagogies with UCLA Professor H. Samy Alim and Django Paris of Michigan State University
Transparency in Learning & Teaching (TILT)
Transparency in Learning & Teaching (TILT)
Domains of Learning
Domains of Learning
Benjamin Bloom's Taxonomy (1956, revised 2001) - overview from Vanderbilt University; adaptation for remote learning
Dee Fink, "Designing for Significant Learning" (2003)
Syllabus Templates and Course Design Guides
Syllabus Templates and Course Design Guides
Tools for Revising an Existing Course
Tools for Revising an Existing Course
Resources for Equity-Minded Assessment
Resources for Equity-Minded Assessment
General Assessment Resources
General Assessment Resources
UCLA Library's WI+RE Website -- featuring helpful tutorials and other resources that can be used to scaffold assignments
UCLA Library's WI+RE Design Toolkit -- featuring helpful strategies for brainstorming types of assessment (4-paths) and how to scaffold assignments (The Learning Journey)
UCLA Writing Programs and UCLA Library Writing and Information Literacy Integration Course Planner and Guide
Rubric Resources
Rubric Resources
Equity-Minded Instructional Strategies
Equity-Minded Instructional Strategies
CATs Fostering Student Engagement Remotely Workshop Materials
Sample Welcome Survey Template
make a copy here and adapt if for your course or adapt these pre-survey questions
CAT / UCLA Intergroup Dialogue guide to developing community agreements
Resources for Equitable Collaboration with TAs
Resources for Equitable Collaboration with TAs
Selected Research on the Benefits of Equity-Minded Course Design
Selected Research on the Benefits of Equity-Minded Course Design
Al-Azawei, A., F. Serenelli, and K. Lundqvist (2016). "Universal Design for Learning (UDL): A Content Analysis of peer Reviewed Journal Papers from 2012-2015." Journal of the Scholarship of Teaching and Learning 16(3), 39-56.
Freeman, S., S. Eddy, M. McDonough, M. Sith, N. Okoroafor, H. Jordt, and M. Wenderoth (2014). "Active Learning Increases Student Performance in Science, Engineering, and Mathematics." PNAS 111(23), 8410-8415.
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
Gin, L., F. Guerrero, K. Cooper, and S. Brownell (2020). "Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities." CBE--Life Sciences Education 19(12), 1-15.
Harris, B. et al (2020). "From Panic to Pedagogy: Using Online Active Learning to Promote Inclusive Instruction in Ecology and Evolutionary Biology Courses and Beyond." Ecology and Evolution 10, 12581-12612.
Hill, C., M. Molitor, and C. Ortiz (2016, Nov). "Racism and Inequity are Products of Design. They can be Redesigned." Medium. An article by the equityXdesign collaborative.
Ladson-Billings, G. (1995). "But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy." Theory Into Practice 34(3), 159-165.
Montenegro, E, and N. Jankowski (2017, Jan). "Equity and Assessment: Moving Towards Culturally Responsive Assessment." National Institute for Learning Outcomes Assessment (Occasional Paper No. 29). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, D.C.
Paris, D. and S. Alim (2017). Culturally Sustaining Pedagogies: Teaching and learning for Justice in a Changing World. Teachers College Press.
Schinske, J. and K. Tanner (2014). "Teaching More by Grading Less (or Differently)." CBE--Life Sciences Education 13(2), 159-166.
Seymour, E. and N. Hewitt (1997). Talking about Leaving: Why Undergraduate Leave the Sciences. Westview Press.
Theobald et al. (2020). "Active Learning Narrows Achievement Gaps for Underrepresented Students in Undergraduate Science, Technology, Engineering, and Math." PNAS 117(12), 6476-6483.
Waitkus, J. (2006). "Active Learning in Humanities Courses: Helping Students to Think Critically." Journal of College Teaching & Learning 3(10), 57-62.
Also, see: USC Center for Urban Education Syllabus Review Guide
General Resources on Equity & Social Justice in Higher Education
General Resources on Equity & Social Justice in Higher Education
UCLA Resources
UCLA Resources
CAT Equitable & Inclusive Teaching resource website - featuring an index of our key resources and resources curated by campus partners
Some Key Resources for Students
Beyond UCLA
Beyond UCLA
Harvard University’s free Project Implicit - Social Attitudes portal
Hollaback resources for interrupting bias, bystander intervention, and more
Learning for Justice resource hub
Selected Research on the Impact of Bias on Student Learning & Campus Climate
Selected Research on the Impact of Bias on Student Learning & Campus Climate
Creating a Positive Classroom Climate for Diversity (UCLA Diversity & Faculty Development Initiative)
Enhancing Student Success and Building Inclusive Classrooms at UCLA (Hurtado & Sork, 2015)
The Climate for Diversity at Cornell University: Student Experiences (Hurtado, Gasiewski, and Alvarez, 2014)
USC Center for Urban Education Research Portal
Looking for resources on interrupting bias and microaggressions? Check out CAT's Interrupting Bias in Classroom Conversations workshop and associated resource guide.
Looking for resources on interrupting bias and microaggressions? Check out CAT's Interrupting Bias in Classroom Conversations workshop and associated resource guide.
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