可访问性

• 在视频中使用封闭字幕
• Provide course materials in multiple formats — paper, digital, audio
• 使用 通用教学设计 原则和 UMKC's accessibility policies for external tools
• 说明你对…的支持 美国残疾人法案 在教学大纲中.
• pg电子咨询 学生查阅服务 更多住宿

课堂气氛

• Ask all students for phonetic pronunciation of their names, and use these to call on and identify students
• Ask students for their pronouns and use their pronouns accordingly
• Recognize that all of your students have multiple identities that inform their cultural practices, 信仰, 行为和期望
  • Acknowledge that because someone does something differently than you would expect, 这并不意味着它是错的
• Recognize that you have multiple identities that inform your cultural practices, 信仰, 行为和期望
  • Reflect on how these may differ from your students' practices, 信仰 and behaviors and how they might affect your students' success in the course
• Recognize the power you hold as a faculty member
  • Consider how this dynamic may affect a student's ability to do things such as speak in class, ask for help or provide feedback to faculty and other students
• Take note of who disproportionately participates in your classroom
  • Is there a way you could structure the course differently?
  • How might you encourage more students to participate?
• Consider administering anonymous surveys throughout the semester to gauge whether students are feeling included and supported, and whether your teaching style is facilitating their learning
  • 使用 this feedback to change your syllabus or facilitation
• Monitor the assumptions you make about your students and work to challenge negative assumptions or biases that do not support students' success in your course
• Implement a variety of teaching styles in the classroom — lecture, 小组讨论, 学生教学, 等.
• Support effective disagreement and the conflict of ideas in ways that allow a variety of perspectives to be shared
  • Encourage openness to multiple perspectives and experiences of others
• Teach, encourage and model that intention is not the same as impact
  • Ask that all students and faculty recognize that the impact of what they say or do can be harmful, 即使不是故意伤害
  • Model and encourage repairs when harm is caused, even when the harm is not fully understood
  • This can involve admitting mistakes openly and modeling your own self ­improvement

表示

• 适应 宗教仪式 and cultural holidays when preparing your syllabus
• Ensure that women and people of color are represented as authors and subjects in the curriculum and curriculum texts
• Ensure that multiple voices and cultural perspectives are represented in the curriculum and curriculum texts
• Ensure that different cultural, racial and gender identities are represented in examples. visual aids, multiple choice questions and other teaching resources

评估

• Emphasize mastery of content and learning over performance or competition
• 考虑你的评估, 包括截止日期和出勤政策, disproportionately disadvantage certain students who have competing work and caretaking responsibilities.
  • Is there a way to accommodate those students so that your assessment does not exacerbate preexisting inequities?
  • Are these assessment techniques necessary to achieving the course goals?
• 使用 methods of evaluation that focus on mastery of content and learning rather than performance and competition between students
• 使用 a variety of assessments so that students have multiple opportunities to demonstrate their mastery of the content
• Be explicit about your expectations for all forms of evaluation and be flexible in your evaluation of students' work
• Offer task- and process-related feedback frequently
• 评估语法时要谨慎.
  • 语法正确，提供信息, but try not to connect it to grades unless that is an explicit learning outcome of the course

其他的考虑

• How does my discipline help prepare students to live and work in today's culturally diverse democratic society in an interdependent world?
• How does the course empower my students to develop diverse perspectives about the paradigms and concepts of my discipline?
• How does the course help students understand the global goal of education in a culturally diverse society and develop skills and dispositions for reconstructing society for social change?
• 我要提供插图和例子吗, or enlist my students to share illustrations and examples, 反映了文化视角, global perspectives and issues of equity and justice?
• Do my assignments enlist students to share illustrations and examples 反映了文化视角. global perspectives and issues of equity and justice?
• What cultural perspectives are being shared throughout the course?
  • 哪些文化视角被忽略了?
• What issues of social justice and civic engagement are infused?