Inclusivity

Specific Resources:

• Inclusiveness and Diversity (APA)

• Equity, Diversity, and Inclusion in Philosophy

Inclusivity in Teaching:

• Syllabi should be available before the semester begins and should include information about modalities (readings, videos, online discussions, etc.), assessments (exams vs. papers, etc.), and general policies about absences, extra credit, make-up work, participation expectations, etc. This allows students with different needs to make informed decisions about which classes to enroll in.

• Standards for evaluation should be clear and objective so students are treated fairly and they know it.

• Assessments should be scheduled well in advance (and not on any obvious religious holidays) so that students can plan around them.

• Assessments should have rubrics that clearly explain how the students' work is being evaluated. Ideally, each type of assignment should have some examples of excellent work.

• Instructors should use the correct pronouns for their students, and, if possible, memorize and use each student's name correctly.

• Course materials and activities should be accessible. 

  • Use software (such as Adobe Acrobat) to convert scanned pages from books into searchable and e-reader accessible text.

  • Consider making slides and handouts available to students ahead of class so that they can be printed and brought to class.

• Have clear policies for the use of technology in the classroom including when (and why) different technologies are acceptable to use. 

Inclusivity in Mentoring: 

• Metacognition: research suggests that it can be helpful for students to think about the learning process itself.

  • It is important to share information with students about how to be productive. Students come from a variety of backgrounds and many lack this information.

  • It is important to share information with students about how to be resilient.  Students often do not realize just how common it is to struggle (especially in graduate school). 

• Be sure that you treat your mentees with the same consideration and respect, regardless of their backgrounds or identities. Keep track of how often you meet with your mentees and set reminders to reach out at regular intervals.

• While there are benefits for students (particularly underrepresented students) to have mentors from underrepresented groups, it is important not to further over-burden those from underrepresented groups. If you are from an overrepresented group, consider taking on additional mentees (and educate yourself about how best to advise and support students from underrepresented groups).