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Introduction

The purpose of this standard is to encourage you to reflect on how you are cultivating a sense of belonging for your students. Belonging refers to the degree to which students feel their identities, communities, prior knowledge, lived experiences, and cultural wealth are valued, represented, and included in the learning community. Feelings of belonging improve a student’s ability to persist, engage, and be successful as well as improving their ability to find relevance and value in the course content. This is especially true for students of color and students from other historically underserved communities who may routinely be experiencing racism, imposter syndrome, stereotype threat, and microaggressions.

Creating a learning environment that respects, values, includes, and welcomes the whole student should be at the heart of all of your course design decisions. The course materials you choose, the language you use, your attitudes, and your expectations all impact students' sense of belonging. Examining and being aware of your own identities, implicit biases, and assumptions will help you create a course that welcomes a diverse student population and invites students into a learning partnership with you. Creating a welcoming environment is a good first step, but to truly foster students' sense of belonging, you must intentionally build your course to include and value and highlight multiple identities, communities, and perspectives. In addition, you must get to know your students as individuals, let them get to know you, share power, and build trusting, caring, and collaborative relationships with them. Your journey to creating an inclusive course that fosters a sense of belonging for students may, at times, be deeply personal as you begin to explore your identities and learn about the identities of your students.

There is more to creating a sense of belonging and inclusion in your course than simply checking off boxes on a checklist, but the Indicators in Standard 1.1 will help you get started. Additional practices that promote belonging are woven throughout the WA Checklist.

Why it Matters to Students ...

It’s the first week of the term and Minh is investigating their online Geology course site and reading through the syllabus and course start information. The introductory materials are overwhelmingly complex, and Minh feels like the instructor is unfriendly and unapproachable. (1.1.b) Minh also wonders how the instructor feels about equity and inclusion – is it important to them, how will students interact in the course, what will happen if an issue arises and how will the instructor handle it if it does? (1.1.a, 1.1.d) Minh also wonders if the class will have any say in creating guidelines for how to work together. (1.1.d) Minh continues to skim through the course looking for information about student support services and finds that the instructor has provided a detailed section in the syllabus that explains how to use each resource with links out to a variety of seemingly useful student services. Minh is relieved to find information about the college's food pantry because groceries are expensive, and their hours have recently been cut at work. (1.1.c) Next, Minh decides to read ahead about the first assignment. The assignment directions ask students to do some reading and then respond to some questions. Minh is not looking forward to completing this assignment because it looks boring. The questions do not leave room for expression of individual experience, and it’s not clear how the information might ever be useful inside or outside of the classroom. (1.1.e, 1.1.f)

Challenge Your Thinking ...

Acting with self-awareness can help you design with intention to meet the varied and diverse needs of your students, so before you embark on designing or redesigning your course, take some time to identify and reflect on your social identities, privileges, implicit biases, and any assumptions you may be making about students, their identities, their lives, how they learn, and how you teach. As you begin to identify what you’re unintentionally bringing to the design of your course, use Section 1 of your Reimaging My Course Reflection Journal to reflect on how these things may be affecting students, especially students of color and students identifying with other historically underrepresented groups. Exploring your own identities, the power and privileges associated with your identities, and becoming aware of your implicit biases and the assumptions you may be making is a crucial first step in re-imaging educational structures, systems, policies, and attitudes that may be creating barriers and inequities for your students.

The reflection journal includes the questions below and provides space for you to think critically about your teaching and course design practices. Please make a copy of the journal to explore your thoughts and feelings and use your discoveries to make meaningful enhancements to your course.

Before you get started, think about the following:

Who you are - what makes you, you? Describe your intersecting identities.
What power and privileges and/or lack of power and privileges come with how you identify?
How do your identities, power, and privilege impact your teaching and course design practices?
Who is your course currently designed to serve - your institution, your department, you, or your students?

Reflect on how you described your identities, power, and privileges and answer the following:

How might your identities, power, and privileges impact student perceptions of belonging to the learning community in your course?

Make a list for each of the following:

Biases you may have based on the identities of students in your course.
Assumptions you may be making about the identities of your students.
Assumptions you may be making about how students understand your values relating to equity, diversity, and inclusion in your classroom.
Assumptions you may be making about how students understand and use the student support resources available to them.
Assumptions you may be making about what students expect from you and how you think they’d like to interact with you.
Assumptions you may be making about how students feel about participating in your course.
Assumptions you may be making about how your words and tone impact students.

Reflect on your lists and answer the following:

How do your identities, biases, and assumptions impact how you cultivate a sense of belonging for the students in your course?
How do your identities, biases, and assumptions affect the class culture you create?
How are you sharing your values about equity and inclusion with students?
Who is your course currently designed to serve - your institution, your department, you, or your students?
What might need to change in the design of your course to foster a sense of belonging and relevancy for students from different backgrounds, especially for students of color and students identifying with other historically underrepresented groups?
What might need to change in the language you use to create a more inviting and supportive experience for students from different backgrounds, especially for students of color and students identifying with other historically underrepresented groups?
How do you model effective communication and set clear expectations for respectful and inclusive interactions among students?
How much time do you spend getting to know students and letting them get to know you?
How are you inviting students into a caring and collaborative learning partnership with you?
How are you partnering with students to share power and co-create the learning space?
How do you respect and embrace diverse student identities, strengths, and needs in your course?
What strategies do you employ to celebrate student success and recognize their achievements throughout the course?
How do you encourage students to make meaningful connections between what they're learning and their educational, life, and career goals?
How do you gather meaningful data about the student experience in your course and use that data to make improvements for future students?

Indicators Explained

The Indicators for Standard 1.1 are organized by Essentials and Next Steps. Click the menu bars below to expand and read about the Indicators in each section.

Essentials

Applying all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

1.1.a - Course includes a personalized statement by the instructor describing their commitment to creating an equitable, diverse, and inclusive learning space.

Adding a personal statement to your course describing that you not only value, but are also committed to equity, diversity, and inclusion (EDI) in your classroom is one small step you can take toward setting a positive and inclusive tone and demonstrating to students that you welcome, value, and respect diversity of thought, experience, and background. Your institution may require you to include the college's EDI statement in your syllabus, but the addition of a statement sharing your personal values will go further in communicating to students that you care, value them as individuals, and that they belong. Your statement of commitment could be included in your syllabus, highlighted in your “Start” module, or shared in another prominent place within your course. Sharing your commitment to EDI with students is an important first step, but it's equally important to demonstrate your commitment to students by taking action that moves beyond words. You can further demonstrate your commitment to equity, diversity, and inclusion by using inclusive language, modeling inclusive practices in your classroom, and sharing with students how you are working toward creating an equitable and inclusive learning space. Providing space for discussion of topics relating to equity, diversity, and inclusion can also help demonstrate your commitment.

1.1.b - Course materials use welcoming, easy to understand, student-friendly language that invites students into a caring and collaborative learning partnership with the instructor.

Language is not neutral, it has the power to welcome, encourage, and invite students to engage or it can demotivate, discourage, and lead students to withdraw and wonder if they belong. The language you use throughout your course greatly impacts student perceptions of you, the discipline, and of themselves. Discouraging, rigid, negative, or deficit-based language may prevent students from asking you for help, finishing the course, believing they belong, or even from staying enrolled in college, so be sure to read through your course, especially your syllabus and welcome information, from a variety of student perspectives keeping in mind that each student brings their own unique life experiences to your classroom and that their understanding of your words may be interpreted differently than you intended.

It's not just about the words you choose - the tone you use, both verbally and in writing, also affects how students receive the information you are sharing. The lack of standard non-verbal cues adds an additional layer of potential misinterpretation for students in the online environment. Here's a short example of how I revised some of the language in my own course:

I thought I'd gone out of my way to design a welcoming and inviting course, and I had, but it wasn't until I intentionally reread my course materials from the perspective of my learners with approachability and encouragement in mind that I discovered I could do better. I ended up making several revisions in my syllabus to more warmly welcome my students and invite collaboration and partnership. I also rephrased several of my course announcements. I'll share two of those simple changes here.

- - - The subject line "Post Questions to our Ask a Question" discussion became "Do you have a question?" with a first sentence of "I love answering your questions!" to convey my enthusiasm for offering support and interacting with students.
    - The subject line "Last chance to submit!" became "Time to wrap up!" along with an invitation to explore alternate completion arrangements because I do offer one-week extensions when needed and the phrase "last chance" could have been stressful for some and wasn't accurately communicating my willingness to work with students to successfully complete my course.

Ask yourself how students will feel about the class culture, asking for help, your attitudes toward teaching, etc. after reading the syllabus or other course content and how that perception may be different for students from different backgrounds, especially students who have been historically undeserved and marginalized? When was the last time you read through your course messaging, announcements, syllabus, discussion prompts, handouts, content pages, assignment directions, and grading feedback with intentionality to identify places where the language could be rephrased to be growth oriented and encouraging?

1.1.c - Course includes resources to connect students to a variety of student support and well-being services and guidance for how to access and use those resources.

Students who need help may be reluctant to seek it out and/or may not know where to go to find or access the assistance they need. You can do your part by providing clear pathways to these services and guiding students in how to use them. Help your students stay informed by providing relevant student support resources in your course that may include links to library resources, academic advising, tutoring, counseling, financial aid, accessibility accommodations, campus food pantries, and much more. Linking students directly to these services from your course navigation menu, your syllabus, or your “Start” module makes them easier for students to explore and adding some additional explanation about each service gives students context for how and when to use them. You can help students even more by embedding links to appropriate services and resources where and when students will need them most. For example, by embedding library support resources with content on writing a research paper or tutoring information within your assignment directions. But don’t stop there, it’s also important to be available to guide and encourage your students if they need assistance by proactively checking in and letting them know it’s okay to need, and ask for, help.

1.1.d - Course includes a statement clearly describing the instructor's expectations for community interactions and an invitation for students to contribute to or co-create shared community guidelines.

Without the observable non-verbal cues provided during face-to-face conversation, tone and intent can be easily misunderstood online, often making it difficult to accurately interpret what someone means. Having very clearly stated guidelines informing communication, participation, and interaction will help guide the student-to-student, student-to-instructor, and instructor-to-student interactions in your course. Clearly outlining these expectations not only helps students interact, it can also help you address and, if needed, remediate any difficult situations should they happen to arise. The explanation of expectations for interaction in an online course is often referred to as a Netiquette statement (the “net” in internet + etiquette = netiquette). The following illustrates an example of a netiquette statement from an online course:

Netiquette is the “manners” or etiquette governing online interactions. All student-to-student, student-to-instructor, and instructor-to-student communications (including emails and discussion postings) should be phrased in positive, inclusive, non-confrontational, and non-offensive language. Please keep all interactions cordial, business-like, and professional and please be sure to respect the preferred names and personal pronouns identified by your classmates.

Including clearly stated expectations for inclusion in course interactions and modeling inclusivity in your own interactions further demonstrates to students that you respect them as individuals and are committed to their success. Putting your netiquette statement into action by modeling the same kind of inclusive interactions you expect from students will also help set high expectations and create a comfortable space for learning.

Sharing and modeling your expectations is a great starting point. The next, and most important, step in this community building process is to invite your students into the conversation to contribute to or co-create shared community guidelines. You can do this synchronously or asynchronously, face-to-face or online, as a conversation, discussion, or brainstorming/collaborative activity that includes a prompt that encourage students to think about and share the values and behaviors that are important to them and how they can contribute to a positive and respectful learning environment. in addition to generated ideas, your community guidelines exercise should also include the opportunity to theme and prioritize their co-created values. Once your class reaches agreement, add the shared values to your syllabus or display them in another prominent area in the course such as the "Start Module". Referring students back to their co-authored expectations throughout the term is a helpful way to remind students of the values they share.

1.1.e - Course materials and interactions consistently value diverse student experiences and perspectives.

It’s easy to assume that students will somehow intuitively know that you value multiple perspectives and diversity of thought, but they won’t know unless you show them. Students and teachers alike bring their identities and cultural values into the classroom. To begin building an inclusive learning environment in your course, a good first step is to examine your own intersecting identities and take a deep look at and reflect upon your practice and any biases or assumptions you may be bringing into your classroom. This can be an uncomfortable process at times, and that’s okay. True or untrue, you have narratives or stories you tell yourself about student behaviors and how you teach. Taking the time for self-examination and reflection will help you rethink these stories and your understanding of your practice and why students might act in certain ways.

Creating an equitable and inclusive learning environment that values multiple voices and experiences requires more than just adding a statement of Equity, Diversity, and Inclusion (EDI) to your course. Demonstrating the value of inclusion requires you to be intentional in your course design because equity, diversity, and inclusion are reflected in everything you do, say, write, and choose to include in your course. It’s also reflected in the atmosphere you create, the caring you show, and the value you give to individuals and their diverse backgrounds, lived experiences, skills, and prior learning. There are many ways you can demonstrate your value of diverse student experiences and perspectives. Here are just a few to help get you started:

Selecting books, articles, case studies, and other course materials that reflect a range of cultures, identities, and perspectives. This can help students see themselves and their experiences reflected in the curriculum and can also expose them to new ideas and perspectives that they may not have encountered before.
Creating space for student voice. You can encourage your students to share their experiences and perspectives through discussions, student-led presentations, or other activities that provide space for students to share their thoughts and ideas.
Encouraging dialogue and discussion among students and creating opportunities for them to learn from each other. You can do this by incorporating group work, peer response activities, and class discussions to explore different ideas, identities, and perspectives.

When students are exposed to a variety of viewpoints, they are more likely to develop attitudes of tolerance, respect, and understanding. Sharing from diverse perspectives and hearing diverse voices helps enrich discussion, foster connections, and challenge students to think about things in new ways. Giving students the opportunity to explore their coursework and share from their own perspective is one way to demonstrate that you value their varied experiences and diverse backgrounds. This could be as simple as building in an opportunity for students to share their personal experience in relation to a course topic when replying to classmates in a discussion. Or perhaps by inviting students to tell a family story describing how a particular topic might intersect with real-world scenarios from their point of view. Creating space for diverse voices to be heard not only improves the performance of the individual who is sharing, but also benefits the overall group.

1.1.f - Course includes an opportunity for students to reflect on and make meaningful connections between course technologies, course materials, learning activities, assessments, module-level objectives, course-level outcomes and their educational, life, or career goals.

Students come to your course with diverse values, beliefs, backgrounds, and perspectives. Building learning activities into your course that acknowledge these differences can help strengthen the sense of community and sense of belonging for students in your course. In addition to feeling they are part of the community, students also need opportunities to connect and apply new content and new ideas to their experiences outside of the classroom. Students who cannot see the relevance of what they’re learning or who fail to make connections to their lives will struggle to engage with your course materials, so ask yourself how the content and learning activities in your course is beneficial to and applicable to your students and the communities in which they live.

To learn deeply, your students must make meaningful connections between new concepts, their prior knowledge, and their lived experiences. As an instructor, your role is to help facilitate the learning process by designing course activities that invite students to bridge who they are and what they already know to what they are learning in your course. To help promote deep learning in your course, invite students to share about, evaluate, and reflect on the relevance and meaningfulness of the course content to their lives and the lives of their classmates and/or other individuals or groups. Adult learners also need to understand why they are being asked to learn or do something, so be sure to explicitly state and explain the learning objectives for each unit, task, or activity to help students make these connections. You must also examine the variety of viewpoints and perspectives offered throughout your course. If only a single or a very limited perspective is offered in your course, consider adding variety by including content by authors from different backgrounds, by including differing or opposing views of the same topic, or by including content that disrupts systemically racist points of view or inaccurate interpretations of current or historical events.

Next Steps

Applying all Essentials Indicators for this Standard combined with one or more of the following Next Steps Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

1.1.g - Course includes a statement of partnership in learning clearly describing what the instructor and students can expect from one another and an invitation for students to contribute to or co-create shared expectations.

Including a statement clearly describing your commitment to partnering with students in their learning helps establish what students can expect from you and what you expect from them. It is also an opportunity to begin building caring relationships with students and setting norms for interactions. In addition to sharing your expectations, invite students into the process to co-create the partnership agreement with you. One way to build a partnership agreement into your course is to use a "Learning Pact." Below is an example of the expectations a Learning Pact might include.

*Example Learning Pact*
What you can expect from me	What I will expect from you
I will treat you with dignity and respect and be flexible to support your individual needs.	You will treat me and your peers with dignity and respect.
I will provide you with a clear, organized course that is designed to ensure you meet our course outcomes in a meaningful manner.	You will strive to be an active participant in this course and aim to meet due dates.
I will provide a variety of assignments to ensure your learning needs are met.	You will maintain an open line of communication with me, so I understand how to support you.
I will be actively present in your learning.	You will contact me if you have a concern with meeting a due date.
I will provide a supportive and safe environment for you to share and discuss ideas with your peers.	You will strive to regularly contribute to collaborative activities to ensure other members of the community have ample opportunity to read/listen, reflect, and respond to your ideas.
I will reach out to you when I sense that you need support.	You will do your best to have patience with technology. There will be hiccups, expect them. We will get through them together.
I won't be perfect. I am human and will make mistakes at times. I will view mistakes as an opportunity to learn and grow.	You will give yourself grace. Expect to make mistakes. You are human and mistakes are part of learning and growing.
Is there anything else you would like to add to this list? If so, you will have the opportunity to make a suggestion in our Orientation module.	Is there anything else you would like to add to this list? If so, you will have the opportunity to make a suggestion in our Orientation module.

Learning Pact by Michelle Pacansky-Brock is licensed under CC BY 4.0.

Once your class reaches agreement, add the shared expectations to your syllabus or display them in another prominent area in the course such as the "Start Module" or a class discussion. Invite students to revisit the class learning pact throughout the term as a reminder that you are a committed partner in their success.

1.1.h - Course materials include clear explanations describing humor, cultural references, and idioms used.

Have you ever felt left out because you didn’t get the joke or didn’t understand a reference someone made? If so, you probably felt a little awkward or maybe even embarrassed asking someone to explain it to you. Students can feel the same way too if you don’t take the time to explain the humor, cultural references, and idioms that are included in your course. Humor, cultural references, and idioms are all important elements of language that can add richness and complexity to communication. When selecting humor, cultural references, and idioms to include in your course, be sure your choices do not disparage or marginalize specific populations.

Humor refers to anything that is funny or amusing, such as jokes, puns, or comedic situations. Humor can be a powerful tool to unite a group, communicate ideas, and help students learn but do be careful that any jokes, puns, plays on words, funny images such as cartoons, gifs, etc. that you choose to use are relevant to the course materials, topic, or point you are trying to make. If humor plays an important role in your course, consider asking students to share their thoughts on the use of humor in education, how it can affect others, and how it may be different in their culture. Cultural references are specific examples or symbols that are tied to a particular culture or community, such as famous historical figures or popular cultural icons. Idioms are expressions that have a figurative meaning that is different from their literal meaning, such as "it's raining cats and dogs" meaning that it's raining heavily. Below are some examples of humor, cultural references, and idioms that include tips for how to explain each.

Humor

An example of humor in American culture is sarcasm. Sarcasm is a type of humor that involves saying the opposite of what you actually mean, often with an exaggerated tone of voice or facial expression. To describe sarcasm to someone not from the American culture, you could explain that it is a type of humor that relies on the use of irony and contradiction to create a comedic effect. You could also provide examples of sarcastic statements, such as saying "great weather we're having" when it is actually raining outside. You could also explain that sarcasm can be used in a variety of situations, from friendly banter between friends to more serious social commentary. Sarcasm can be difficult for some students to understand, especially if they are not familiar with the nuances of the language or culture. To help your students understand how sarcasm is used in American culture and how to recognize it in conversation, it is important to provide both context and examples.

Cultural References

An example of a cultural reference in American culture is the reference to the "American Dream." The American Dream is a concept that refers to the idea that with hard work, determination, and opportunity, anyone can achieve success and prosperity in the United States. To describe this cultural reference to a student not from the American culture, you could explain that the American Dream is a commonly held belief in the United States that people can achieve success and upward mobility through their own efforts. You could also share examples of how this concept is often portrayed in American media, such as movies or television shows that depict characters who overcome adversity to achieve their goals. Your explanation might also include an acknowledgment that the American Dream is a complex and sometimes controversial concept that has been interpreted and reinterpreted over time. Some people argue that the American Dream is no longer attainable for many Americans, while others believe that it remains a powerful motivator and symbol of opportunity. Your students' level of English proficiency and cultural background can also affect how you explain a cultural reference, so be sure to provide context and examples to help students understand the cultural significance and meaning behind the reference.

Idioms

An example of an idiom in English is "break a leg." This phrase is often used to wish someone good luck before a performance, such as a play or a musical. To describe this idiom to a student who is not from an English-speaking culture, you could explain that the phrase is not meant to be taken literally, but rather as a figurative expression of encouragement. You might also provide some background on the origins of the phrase. One theory suggests that "break a leg" was originally used by actors as a way to ward off bad luck, since saying "good luck" was believed to bring the opposite. Another theory suggests that the phrase is derived from the German phrase "Hals-und Beinbruch," which means "break your neck and leg," and was used in a similar way to wish someone good luck. Providing students with both context and examples will improve their understanding of idioms. Depending on how and why you are using an idiom, you might ask students if they have a similar expression in their language or culture they’d like to share with the class.

For an ESL student or someone not from the culture you are from, understanding humor, cultural references, and idioms can be challenging because these elements are often specific to a particular language and culture. Without knowledge of these aspects of language, an ESL student may miss important nuances of communication, which can make it difficult for them to fully understand and participate in conversations. As an instructor, it is important to help ESL students and individuals who are not from your culture understand these elements of language so that they can improve their communication skills and fully participate in English-speaking communities. This may involve explaining the cultural background behind certain idioms or cultural references, or providing examples of humorous situations and explaining the underlying comedic elements. By providing ESL students, and others who might not get these references, with the tools to understand humor, cultural references, and idioms, instructors can help them develop their language skills and gain greater confidence in their ability to communicate effectively in English-speaking environments. After you explain the humor, cultural reference, or idiom, you've chosen to use, remember to share why you chose to use it in relation to the curse material and why is it important for students to know and understand that.

1.1.i - Collaborative activities include a reminder about inclusive interactions and/or an invitation to revisit shared community values.

Community-building activities such as asynchronous class discussions, synchronous small group discussions, group or team projects, and peer response activities require students to interact and/or work together. In addition to providing detailed instructions with a clear purpose, clear expectations, and clear descriptions of tasks, providing guidance for these student-to-student interactions is crucial to your students’ success. At the beginning of any community-building activity, such as peer response, group work or other student-to-student type collaborations, take the opportunity to gently remind students about any course policies or co-created guidelines related to creating a positive and inclusive learning environment. You can think of it as including a mini netiquette statement that is embedded in the activity directions. For example, when replying to a classmate’s discussion post, remind students that they should use their classmate’s preferred name and be mindful of personal pronouns identified by that person. If you're looking for ways to engage your students … invite them to co-create their own guidelines for inclusion and working together! Taking the time to refer students back to their co-authored expectations throughout the term is a helpful way to remind students of the values they share. Depending on the activity, you might also consider including processes for defining group roles, resolving group conflicts, sharing goals, sharing personal strengths, and rating the contributions of others.

1.1.j - Course includes an opportunity for students to receive tips for success from previous students and share advice with future students.

Incorporating a "Wisdom Wall" into your course is an effective method for promoting meaningful student-to-student interaction. This activity provides physical or virtual "wall" space for students to share their insights, tips, and advice for success with future students. In addition to knowing their tips will be shared with and helpful to future students, "Wisdom sharing" students benefit from engaging in critical thinking and metacognition by reflecting on and analyzing their learning experiences while "Wisdom receiving" students benefit from exposure to role models who have had similar academic struggles or come from similar backgrounds, which begins building their sense of belonging in your course.

The "Wisdom Wall" activity can be adapted to suit a wide range of topics or used to provide advice on specific assignments. To enhance the activity, consider using tools like VoiceThread or FipGrid which include options for students to share via audio and video. Whichever tool you decide to use, let students know you'd like to share their written, audio, or video comments with future students and be sure to get their permission before doing so. The video below shows an example "Wisdom Wall" activity featuring students sharing how they were feeling at the beginning of the course along with tips and advice for future students.

Wisdom Wall 2020

Wisdom Wall by Michelle Pacansky-Brock is licensed under CC BY 4.0.

Canvas Tools

These Canvas tools can help you apply this standard and make your work easier:

Syllabus: Use the Syllabus page to prominently display important course information. For example, a personal Statement about Equity, Diversity, and Inclusion, your Netiquette Statement, or the course Late Work Policy.
Rich Content Editor: Use the Rich Content Editor to embed images, links, and videos. For example, to link students to relevant academic support or well-being resources or to add inclusive images to course content.
Pages and Collaborations: Use the Edit Page Settings to allow students to collaboratively author any Page in a course or create a Collaboration to allow students to collaboratively author content. For example, to co-create guidelines for inclusion and working together.
Discussions: Use a Discussion as space for students to share ideas and ask questions. For example, to reflect on and share about student experiences.

Examples of Standard 1.1

Want to see how other instructors have applied this Standard in their course? Check out these examples!

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Ways to Apply Standard 1.1

Need some ideas for how to apply this standard to your course? Try one of these!

1.1.a - Stating commitment to EDI

(1.1.a) Add a personalized written statement to your syllabus, “Start” module, or elsewhere in your course explaining your commitment to equity, diversity, and inclusion and how you are actively working to achieve it in your classroom.
(1.1.a) Record a short video message to share with students where you introduce yourself, share your commitment to equity, diversity, and inclusion, and explain how you are actively working to achieve it in your classroom.
(1.1.a) Initiate am asynchronous or synchronous class discussion about the importance of equity, diversity, and inclusion. Share your personal perspective and how you are actively working to achieve it in your classroom. Ask students to express their thoughts and expectations.
(1.1.a) Send a welcome email to students before the course begins that briefly discusses your commitment to creating an equitable and inclusive learning environment.

1.1.b - Using welcoming language

(1.1.b) Review the language in your course through the eyes of your students and rewrite sections as needed to make them more welcoming and student friendly. As you read, consider how your words might read to first generation students; to students identifying as Black/African American, LatinX, or LGBTQIA+; to students who are experiencing financial instability, to students who are experiencing food or housing insecurity; to students whose native language is not English; and to students who may have limited access to computers or internet service. A good way to get started is to begin by reviewing your Syllabus as this document will most likely be your students' first impression of you and of your course.
(1.1.b) Actively use welcoming and inclusive language while interacting with your students - this includes in your course materials, course announcements, assignment and quiz directions, discussion posts, messaging with students, grading feedback, during office hours, while making recordings, while giving lectures, and so on.

1.1.c - Connecting students to academic and well-being resources

(1.1.c) Review the student support resources available in your course. Add links directly to these services from your course navigation menu, your syllabus, or your “Start” module.
(1.1.c) Add a brief explanation about each student support link describing what it is and how or when to use them.
(1.1.c) Embed links to relevant services and resources where and when students will need them most. For example, embed library support resources with content on writing a research paper, embed a reminder about tutoring services within assignment directions, or send/post a mid-term reminder about student well-being services.
(1.1.c) Invite Student Support Services staff in to connect with students through a short synchronous presentation or a short asynchronous video you can share with your class.
(1.1.c) Schedule periodic one-on-one or small group check-ins with students to discuss their progress, concerns, and the resources they are using to help you stay informed and offer additional support as needed.
(1.1.c) Discuss the importance of mental health with your students and introduce mindfulness or stress reduction techniques.
(1.1.c) Post periodic announcements about available resources that highlight specific services or workshops that may benefit students in their academic and personal growth.

1.1.d - Sharing and creating community guidelines

(1.1.d) Add a netiquette statement to your syllabus, “Start” module, or elsewhere in your course clearly stating the guidelines for communication, participation, and interaction in the course.
(1.1.d) Use a collaborative document, like Google docs, where students can co-create their own guidelines for inclusion and working together in the course.
(1.1.d) Facilitate an asynchronous or synchronous discussion at the beginning of the term about the importance of community and the role each student plays in creating a positive learning environment. Ask students to share their community expectations.
(1.1.d) Have students discuss their expectations for a positive learning environment in small groups and ask each group to share their ideas with the class.
(1.1.d) Use anonymous surveys or polls to gather student input on classroom expectations and guidelines.
(1.1.d) Work with students to create a community guidelines agreement that reflects the values and expectations students have for their learning environment.
(1.1.d) Use a sticky note tool like Jamboard to have students brainstorm about what creates a positive learning environment. Have students sort the sticky notes by theme and discuss the resulting groupings to identify what the group as a whole values.

1.1.e - Valuing diverse experiences and perspectives

(1.1.e) Regularly review and reflect on your course materials. Replace existing resources as needed by selecting books, articles, case studies, multi-media, and other course materials that reflect a range of cultures, identities, and perspectives.
(1.1.e) Add discussions, student-led presentations, or other activities to your course that create space for students to share their unique perspectives, thoughts, and ideas.
(1.1.e) Incorporate group work, peer response activities, and class discussions in your course that encourages dialogue and exploration of different ideas, identities, and perspectives.
(1.1.e) Invite guest speakers from various backgrounds that represent diverse perspectives to share their expertise and experiences with the class.
(1.1.e) Incorporate culturally relevant examples and case studies that reflect diverse cultural, social, and economic contexts.
(1.1.e) Include learning activities that encourage students to practice empathy and perspective-taking by considering the experiences of their classmates.

1.1.f - Reflecting on and making meaningful connections

(1.1.f) Rewrite a discussion prompt to include an opportunity for students to share their personal experience in relation to a course topic in their post or when replying to classmates.
(1.1.f) Rewrite a discussion prompt or assignment directions to include an opportunity for students to share a story describing how a particular topic might intersect with scenarios beyond the classroom from their point of view.
(1.1.f) Rewrite a discussion prompt or assignment directions to include an opportunity for students to share about, evaluate, and reflect on the relevance and meaningfulness of the course content to their lives, the lives of their classmates, or other individuals or groups.
(1.1.f) Include a journal or blog entry assignment that encourages students to reflect on how course topics, learning activities, and assessments relate to their personal and professional goals.
(1.1.f) Incorporate reflective prompts into assignments, discussions, and quizzes that ask students to connect course content to their personal and professional goals.
(1.1.f) Include a journal or blog entry assignment that encourages students to connect theoretical concepts to their lived experiences and applications beyond the classroom.
(1.1.f) Schedule one-on-one conferences with students to discuss their progress, challenges, and connections between course materials and their goals.
(1.1.f) Have students create an ePortfolio to document their learning journey, showcase their work, and reflect on how the course has contributed to their educational growth and professional goals.
(1.1.f) Include a discussion asking students to share how course concepts and newly learned skills can be applied in different job roles, industries, or educational paths.
(1.1.f) Pair students with a partner to conduct peer interviews and discuss their educational and career goals with one another.
(1.1.f) Invite guest speakers or industry professionals to share insights and experiences related to the course content so students can ask questions and connect what they've learned to career opportunities.
(1.1.f) Add a learning activity or assignment that require students to use what they've learned to solve a problem or challenge a scenario relevant to their career interests.

1.1.g - Including a statement of partnership in learning

(1.1.g) Add a written "Learning Pact" to the start module in your course expressing that you are a partner in their learning and clearly stating what you expect from students and what they can expect from you. Invite students to add to the list of shared expectations or create their own.
(1.1.g) Add a written "Learning Pact" to a discussion in your course expressing that you are a partner in learning and clearly stating what you expect from students and what they can expect from you. I invite students to respond by discussing the list and sharing expectations of their own.
(1.1.g) Record a short video message to share with students where you explain that you are a partner in their learning and clearly state what you expect from students and what they can expect from you. Invite students to add to the list of shared expectations or create their own.
(1.1.g) Send a warm welcome message at the beginning of the term that expresses your commitment to supporting students on their educational journey and describes what you expect from students and what they can expect from you. Invite students to reply with their expectations for learning in partnership with you.
(1.1.g) Use a collaborative document, like Google docs, for students to their expectations for learning in partnership with you.
(1.1.g) Facilitate an asynchronous or synchronous discussion at the beginning of the term about the importance working in partnership and the roles instructors and students play in building that partnership. Ask students to share their expectations about learning in partnership with you.
(1.1.g) Have students discuss their expectations for working in partnership with you in small groups and ask each group to share their expectations with the class.
(1.1.g) Use an anonymous survey or poll to gather student input on learning in partnership with you.
(1.1.g) Work with students to create a learning partnership agreement that reflects the values and expectations students have for working in partnership with you.
(1.1.g) Use a sticky note tool, like Jamboard, to have students brainstorm about what what learning in partnership means. Have students sort the sticky notes by theme and discuss the resulting groupings to identify what the group as a whole values.

1.1.h - Explaining humor, idioms, and cultural references

(1.1.h) Review your course for humor, idioms, or cultural references that may need explaining. Add an option for students to explore a brief written or recorded explanation that adds context to the content.
(1.1.h) Review your course for humor, idioms, or cultural references that may need explaining. Add an example that provides context to the content.
(1.1.h) Add a discussion to your course that provides space for exploring humor, idioms, or cultural references in your course materials. Ask students to share their thoughts on the use of humor, cultural references, and idioms in education, how it can affect others, and how it may be different in their culture.
(1.1.h) Add a discussion to your course that provides space for exploring humor, idioms, or cultural references in your course materials. Ask students if they have a similar humor, cultural references, and idioms in their language or culture that they’d like to share with the class.
(1.1.h) Include visual aids in your course like images, diagrams, or videos to illustrate humor, idioms, or cultural references and provide additional context and clarity.

1.1.i - Revisiting community guidelines

(1.1.i) Add a gentle reminder to collaborative course activities for students to revisit and hold themselves accountable to the agreed upon community guidelines.
(1.1.i) Send out a course announcement with a gentle reminder before collaborative course activities requesting students to revisit and hold themselves accountable to the agreed upon community guidelines.
(1.1.i) Add a process for defining group roles, resolving group conflicts, sharing goals, and rating the contributions of others to any collaborative group activities in your course. For example, use a Learning Team contract for group assignments.

1.1.j - Giving and receiving peer-to-peer tips for success

(1.1.j) Add a "Wisdom Wall" to the introductory materials in your course where students can give and receive advice from peers about how to be successful in the course. Ask students to share how they were feeling at the beginning of the course and what they know now that they wish they had known then.
(1.1.j) Add a "Wisdom Wall" to one or more assessments in your course where students can give and receive advice from peers about how to be successful completing the work. Ask students to share how they were feeling at the beginning of the assignment and what they know now that they wish they had known before starting it.
(1.1.j) Add a "Wisdom Wall" to each module or learning unit in your course where students can give and receive advice from peers about how to be successful learning the concepts. Ask students to share how they were feeling at the beginning of the assignment and what they know now that they wish they had known before starting it.
(1.1.j) Create a discussion where students can ask for and share tips for success with their peers.
(1.1.j) Host a student panel where a group of students discusses their experiences and offers advice to their peers about how to be successful in the course.
(1.1.j) Use a discussion to have students share a story about their successes and challenges in the course.

1.1.a - 1.1.j - All

(1.1.a - 1.1.j) Participate in equity, diversity, and inclusion training and apply something you learn to improve the design of your course.

Resources

Recommended Reading

Book: Culturally Responsive Teaching by Geneva Gay
Book: Culturally Responsive Teaching and the Brain by Zaretta Hammond
Document: Faculty Guide - Recognizing and Addressing Cultural Variations in the Classroom by Eberly Center Carnegie Mellon University
Document: Creating a Positive Climate for Diversity by Juan C. Garibay
Document: Framework for Becoming Culturally Responsive Educators from Highline College
Document: Inclusion By Design: Survey Your Syllabus and Course Design by Ed Brantmeier, Andreas Broscheid & Carl S. Moore
Webinar: The Anatomy of Learning: Cultivating Care from the Very First Click by Michelle Pacansky-Brock
Website: Humanizing your Online Course by Michelle Pacansky-Brock
Website: Culturally Responsive Teaching: A Reflection Guide by New America
Website: 10 Keys to Everyday Anti-Racism from Greater Good Magazine by Kirsten Ivey-Colson & Lynn Turner
Website: When Students Feel They Belong, They Thrive by Stanford University
Website: Teaching Beyond the Gender Binary in the University Classroom by Vanderbilt University
Website: Honor Native Land: A Guide and Call to Acknowledgement by the U.S. Department of Arts & Culture

References

1.1.a -Stating commitment to EDI

Garibay, J. C. (n.d.). Creating a Positive Classroom Climate for Diversity. UCLA Diversity & Faculty Development. Retrieved April 25, 2023, from https://equity.ucla.edu/wp-content/uploads/2016/06/CreatingaPositiveClassroomClimateWeb-2.pdf
Peralta Community College. (2019). Canvas Commons. Online Equity Training - Template - Fall 2019. Retrieved 8 April, 2020, from https://lor.instructure.com/resources/f35cd7a09da64112aff13a98b7ddf0cd?shared
The University of Texas at Austin. (2023). Drafting a Diversity, Equity, and Inclusion (DEI) Statement. Center for Teaching & Learning. Retrieved February 1, 2023, from https://ctl.utexas.edu/drafting-diversity-equity-and-inclusion-dei-statement
Stike, T. (2022, January 21). Create a Diversity Statement for Your Online Courses. Honorlock. Retrieved February 1, 2023, from https://honorlock.com/blog/how-to-write-a-diversity-statement-for-online-courses/

1.1.b - Using welcoming language

Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education , 14 (3), 319-330.
Jaggars, S.S. & Xu, D. (2013) Predicting Online Outcomes from a Measure of Course Quality. CCRC Working Paper No. 57. Retrieved September 29, 2022, from https://ccrc.tc.columbia.edu/media/k2/attachments/predicting-online-student-outcomes.pdf
Jaggars, S. S. & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, April 2016, 270-284. Retrieved September 29, 2022, from http://manuscript.elsevier.com/S0360131516300203/pdf/S0360131516300203.pdf
Pacansky-Brock, M. (n.d.). How and why to humanize your online course. Online Network of Educators. Retrieved June 28, 2022, from https://onlinenetworkofeducators.org/how-and-why-to-humanize-your-online-course/
Pacansky-Brock, Michelle (2021) The liquid syllabus: An anti-racist teaching element, C2C Digital Magazine: Vol. 1: Iss. 15, Article 2. Retrieved April 25, 2023, from https://scholarspace.jccc.edu/c2c_online/vol1/iss15/2/
Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 53 (4), 159-164.

1.1.c - Connecting students to academic and well-being resources

Active Minds. (2020). Creating a Culture of Caring. [Report] Retrieved September 22, 2023, from https://acue.org/creating-a-culture-of-caring/#:~:text=While%20most%20are%20not%20clinicians,coping%20with%20mental%20health%20challenges
Britto, M. & Rush, S. (2013). Developing and implementing comprehensive student support services for online students. Journal of Asynchronous Learning Networks, 17(1), 29-42. Retrieved April 25, 2023, from https://eric.ed.gov/?id=EJ1011371
Carnegie Mellon University. (n.d.). Recognizing and Addressing Cultural Variations in the Classroom [Faculty Guide]. Eberly Center. Retrieved October 24, 2023, from https://www.cmu.edu/teaching/resources/PublicationsArchives/InternalReports/culturalvariations.pdf

1.1.d - Sharing and co-creating community guidelines

Garibay, J. C. (n.d.). Creating a Positive Classroom Climate for Diversity. UCLA Diversity & Faculty Development. Retrieved April 25, 2023, from https://equity.ucla.edu/wp-content/uploads/2016/06/CreatingaPositiveClassroomClimateWeb-2.pdf
Pacansky-Brock, Michelle (2021) The liquid syllabus: An anti-racist teaching element, C2C Digital Magazine: Vol. 1: Iss. 15, Article 2. Retrieved April 25, 2023, from https://scholarspace.jccc.edu/c2c_online/vol1/iss15/2/
Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (2020). Humanizing online teaching to equitize higher education. Current Issues in Education, 21(2). Retrieved April 25, 2023, from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1905

1.1.e - Valuing diverse experiences and perspectives

Hammond, Z. (2014). Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin.
Harbin, B., Roberts, L. M., Nelson, R., & Purcell, C. (2020). Teaching Beyond the Gender Binary in the University Classroom. Vanderbilt University Center for Teaching. Retrieved March 5, 2021 from https://cft.vanderbilt.edu/guides-sub-pages/teaching-beyond-the-gender-binary-in-the-university-classroom/
Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1998). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ASHE-ERIC Higher Education Report, 26(8). Retrieved April 25, 2023, from https://www.researchgate.net/publication/234758835_Enacting_Diverse_Learning_Environments_Improving_the_Climate_for_RacialEthnic_Diversity_in_Higher_Education_ERIC_Digest
Jorgensen, R. (2022, March 9). How High School Teachers Can Connect With Students by Sharing Personal Anecdotes. Edutopia. Retrieved October 26, 2023, from https://www.edutopia.org/article/connecting-students-through-strategic-sharing/
Pacansky, M. (n.d.). How and why to humanize your online course. Online Network of Educators. Retrieved June 28, 2022, from https://onlinenetworkofeducators.org/how-and-why-to-humanize-your-online-course/
Peralta Community College. (2019). Online Equity Training - Template - Fall 2019. Canvas Commons. Retrieved 8 April, 2020, from https://lor.instructure.com/resources/f35cd7a09da64112aff13a98b7ddf0cd?shared
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447-1451. Retrieved April 25, 2023, from https://www.researchgate.net/publication/50420133_A_Brief_Social-Belonging_Intervention_Improves_Academic_and_Health_Outcomes_of_Minority_Students

1.1.f - Reflecting and making meaningful connections

Pacansky, M. (n.d.). How and why to humanize your online course. Online Network of Educators. Retrieved June 28, 2022, from https://onlinenetworkofeducators.org/how-and-why-to-humanize-your-online-course/
Pappas, C. (2013, May 9). The Adult Learning Theory - Andragogy - of Malcolm Knowles. eLearning Industry. Retrieved March 8, 2021, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Peralta Community College. (2019). Online Equity Training - Template - Fall 2019. Canvas Commons. Retrieved 8 April, 2020, from https://lor.instructure.com/resources/f35cd7a09da64112aff13a98b7ddf0cd?shared

1.1.g - Including a "Learning Pact"

Hammond, Z. (2015). Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Publishers.

1.1.h - Explaining humor, cultural references, and idioms

Gabriella, K. (2020, November 18). (PDF) Translating Humour − A Didactic Perspective. ResearchGate. Retrieved April 26, 2023, from https://www.researchgate.net/publication/345998902_Translating_Humour_-_A_Didactic_Perspective
Carnegie Mellon University. (n.d.). Recognizing and Addressing Cultural Variations in the Classroom [Faculty Guide]. Eberly Center. Retrieved October 24, 2023, from https://www.cmu.edu/teaching/resources/PublicationsArchives/InternalReports/culturalvariations.pdf
Kim, Y. Y. (2002). Cross-Cultural Communication in Community Colleges. Community College Journal of Research and Practice, 26(6), 507-514.
Norton, B., & Toohey, K. (2001). Changing Perspectives on Good Language Learners. TESOL Quarterly, 35(2), 307-322.
Gudykunst, W. B., & Ting-Toomey, S. (1996). Communicating with Strangers: An Approach to Intercultural Communication (2nd ed.). McGraw-Hill.
Swartzlander, B. J., & Foulger, T. S. (2016). The Impact of Culture on Teaching and Learning: Exploring the Intersection of Pedagogy and Multiculturalism in Community Colleges. Community College Journal of Research and Practice, 40(8), 625-634.
Jiang, T., Li, H., & Hou, Y. (2019). Cultural Differences in Humor Perception, Usage, and Implications. Frontiers in Psychology, 10. Retrieved April 27, 2023, from https://doi.org/10.3389/fpsyg.2019.00123
Zakrajsek, T., & Fogg, P. (2017). The New Science of Learning: How to Learn in Harmony with Your Brain. Stylus Publishing.

1.1.i - Revisiting community guidelines

Garibay, J. C. (n.d.). Creating a Positive Classroom Climate for Diversity. UCLA Diversity & Faculty Development. Retrieved April 25, 2023, from https://equity.ucla.edu/wp-content/uploads/2016/06/CreatingaPositiveClassroomClimateWeb-2.pdf
South Puget Sound Community College. (n.d.). Collaboration & Peer Feedback. Rubric Review Primer. Retrieved February 7, 2020, from https://sbctc.instructure.com/courses/1664130/pages/collaboration-and-peer-feedback?module_item_id=28874749

1.1.j - Giving and receiving peer-to-peer tips for success

Borup, J., West, R. E., & Graham, C. R. Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195-203. Retrieved April 25, 2023, from https://www.researchgate.net/publication/257496454_Improving_online_social_presence_through_asynchronous_video
Garrison, D.R., Anderson, T., Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education. 13(1), 5-9. Retrieved April 25, 2023, from https://www.researchgate.net/publication/222118442_The_first_decade_of_the_community_of_inquiry_framework_A_retrospective
Pacansky-Brock, M. (2017). Best practices for teaching with emerging technologies (2nd ed.). New York, NY: Routledge.
Pacansky-Brock, M. (2020). The Anatomy of Learning: Cultivating Care from the Very First Click. [Webinar] Retrieved June 28, 2022, from https://youtu.be/kM3hzDlCqBQ
Spitzer, B. and Aronson, J. (2015). Minding and mending the gap: Social psychological interventions to reduce educational disparities. The British Psychological Society, 85, 1-18. Retrieved April, 25, 2023, from https://www.researchgate.net/publication/272359646_Minding_and_mending_the_gap_Social_psychological_interventions_to_reduce_educational_disparities
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69, 797-811. Retrieved April, 25, 2023, from https://www.researchgate.net/publication/15726133_Stereotype_Threat_and_The_Intellectual_Test-Performance_of_African-Americans
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447-1451. Retrieved April 25, 2023, from https://www.researchgate.net/publication/50420133_A_Brief_Social-Belonging_Intervention_Improves_Academic_and_Health_Outcomes_of_Minority_Students

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