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Introduction

The purpose of this standard is to encourage you to reflect on how the selection of representative course materials and the proactive mitigation of biases and stereotypes in your discipline benefit student learning. Students who see themselves and their intersecting identities positively represented in your course materials and also within the discipline will perform better and experience a greater sense of belonging in your course. It is especially important to pay close attention to misrepresentations that may contribute to stereotype threat because exposure to negative media or resources that perpetuate misconceptions about certain identities adversely impacts students' perceptions of themselves and creates questions about whether they belong. Additionally, the stress created by repeated exposure to negative stereotypes reduces students' motivation and can prevent students from being able to complete learning tasks. This is especially true for students of color and students from other historically underrepresented groups.

Teacher attitudes and expectations also impact student learning, and you may unknowingly be bringing biased assumptions into your classroom. Everyone has biases, so the question isn't if you have bias, but rather how you can thoughtfully manage it within the learning space you create. As you reflect on any biases you have, also consider the power and privileges afforded to you based on your own intersecting identities. Examining and acknowledging your biases and valuing your students' varied backgrounds can help ensure a course that welcomes a diverse student population. To learn more about how bias works, watch the video below.

How Bias Works | Dr Jennifer Eberhardt | RSA Replay

Relationship building and transparency are key here, so in addition to selecting representative course materials and reflecting on your biases, be sure to share with your students how you are working to mitigate stereotypes and bias in your classroom. Here are some ways you can foster community and a sense of belonging so students in your course thrive.

Include representative and relevant content - you have selected course materials in which students can see themselves and their varied identities
Identify, reflect on, and acknowledge your bias - you have an awareness of your own bias and have shared with students how you are working to mitigate bias in your teaching and course design practices
Identify and acknowledge any bias within the curriculum - you have an awareness of bias within the curriculum and have shared with students how it impacts your teaching and course design practices
Identify and acknowledge any bias within the discipline/profession - you have an awareness of bias within the discipline or profession and have shared with students how it impacts your teaching and course design practices
Highlight BIPOC scholars - you have committed to valuing difference and have intentionally selected course materials that center BIPOC scholars and scholarly works representing varied identities and varied points of view and on course topics
Engage students in exploring topics of bias, stereotypes, misrepresentation - you have intentionally included opportunities for students to discuss relevant historical and contemporary issues of power, privilege, bias, stereotypes, and misrepresentation

There is more to creating a sense of belonging and inclusion in your course than simply checking off boxes, but the Indicators in this section will help you get started. Your journey to creating an inclusive course may, at times, be deeply personal as you begin to explore your intersecting identities and the intersecting identities of your students.

Why it Matters to Students...

It's part way through the quarter and Yongning is thumbing through their Biology textbook and clicking around on various content items in the course and begins to notice a recurring pattern - the majority of the biologists depicted in the course materials are white men. It's concerning and disheartening to Yongning that the selected textbook and other course materials do not accurately reflect the diversity that exists in the world. Yongning also notices that the few indigenous and people of color that are shown in the textbook, are shown only in positions of minimal power like lab techs or lab assistants. (1.2.a) This realization sparks a sense of discomfort making Yongning wonder, "Where are the scientists that look like me?" and Yongning begins to think that maybe pursuing a career in Biology might not be the right choice. (1.2.a)

Thinking back to the syllabus and the topics covered to date, Yongning can't recall any places where the instructor addressed or engaged the class in discussing the issue of bias, stereotypes, or underrepresentation within the course or the field of Biology. (1.2.b, 1.2.c) This oversight leaves Yongning feeling concerned and wondering about the reasons behind the instructor's silence about acknowledging the lack of diversity and potential stereotypes within the field. (1.2.b, 1.2.c). Is it because the instructor doesn't care or isn't aware of the importance of selecting course materials that are inclusive with positive representations to reduce bias and stereotypes? Or perhaps it's because these issues are uncomfortable to confront?

Challenge Your Thinking ...

Before you embark on designing or redesigning your course, take some time to identify and reflect on your privilege, social identities, implicit biases, and any assumptions you may be making about students, 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 identity 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 are you - 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 social identities, power, and privileges impact your selection of course materials?

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 feel about misrepresentation and underrepresentation in the course materials.
Assumptions you may be making about how not addressing bias, stereotypes, and underrepresentation impact students and your relationships with them.
Assumptions you may be making about how well your discipline overall represents different identities, communities, and perspectives.
Stereotypes or biases you see and/or have experienced within your discipline or the profession.

Reflect on your lists and answer the following:

How do your identities, biases, and assumptions impact your course content choices?
What might need to change in the selection of your course materials 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?
How are you ensuring that your course materials include positive representations reflecting multiple identities, communities, and perspectives?
What strategies do you use to identify and share with students about areas of human bias, stereotypes, and lack of representation in the course materials and discipline?
How are you actively working to mitigate bias and stereotypes in your course content, in your professional life, and in your personal life?
How are you engaging students in exploring topics of bias, stereotypes, and underrepresentation in the course materials and the discipline?
How are you honoring and acknowledging the land and labor contributions of Black, Indigenous, and People of Color (BIPOC) within historical contexts?
How are you sharing with your students about your commitment to centering Black, Indigenous, and People of Color (BIPOC) within the learning space?
How are you ensuring student voices are heard and acted on in regard to the quality and relevance of your course materials?
How do you gather meaningful data about the quality and relevance of your course materials and use that data to make improvements for future students?

Indicators Explained

The Indicators for Standard 1.2 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.

1.2.a - Course materials include positive representations reflecting multiple identities, communities, and perspectives.

Students’ confidence in themselves, how they see and judge others, and their ability to recall information can be positively or negatively impacted by images and other media representations. If the imagery and/or media in a course is biased, it reinforces negative stereotypes and misconceptions about the characteristics of different groups of people. Over time, exposure to this type of media can negatively impact students' perceptions of themselves and others. The stress created by repeated exposure to negative imagery and other media can reduce academic performance and prevent students from being able to complete even simple learning tasks. You can mitigate this effect by using imagery and/or media in your course that positively reflect multiple identities, communities, and perspectives which increases feelings of self-value, inclusion, and belonging for students leading to increased engagement, motivation, and academic performance.

Simply paying careful attention to how different groups are represented in your course materials will help you select and include images and other media that depict diverse groups in a positive manner. Ask yourself if the images and other representations in your course reflect diverse populations and how those groups are portrayed. If a variety of people and groups are not represented, a simple place to start is to switch out some of your images to be more representative of your student population. If stereotypical images or media are used, consider why that is - maybe it’s due to unconscious bias or maybe it’s intentional selection due to the relevance to course materials. If you choose to include stereotypical images in your course, let students know you recognize the inaccuracy of the representation and provide an opportunity to discuss it in relation to your discipline. For example, if your textbook provides an excellent explanation of your topics but only shows white individuals or your discipline in general inequitably represents certain groups, like women or people of color - acknowledge it and provide a means for students to engage in discussion about it. You can further encourage critical thinking about bias by asking students to identify acts of discrimination and stereotypical images and other media in their world.

1.2.b - Course materials identify areas of human bias within the course.

Whether we want to admit it to ourselves or not, we all have conscious and unconscious preferences, prejudices, and beliefs that influence how we think, feel, and act. Implicit biases consist of our attitudes, the assumptions we make, and the stereotypes we hold. These unconscious human biases stem from a variety of sources, such as our cultural norms, personal experiences, and media portrayals. Good or bad, we carry our biases with us into the classroom and also into our course design. By acknowledging our biases, we can actively work to counteract them to create a more inclusive learning environment for our students. You have a responsibility to design for equity in your classroom, and examining and taking ownership of your biases is a critical first step in achieving that goal.

Bias influences everything in a course including your selection of course materials, the content of your lectures, and the way that content is presented to and perceived by students, so it is critical to recognize the impact of bias and take steps to mitigate its influence. Left unacknowledged, bias can lead to harm in the form of unequal treatment, exclusion, and negative experiences for students. Biases can also contribute to students feeling unwelcome, disconnected, disengaged, and unmotivated which affects their ability to learn and grow as individuals and prevents them from reaching their full potential. The long-term consequence of bias is that it perpetuates systemic inequalities and reinforces harmful stereotypes.

Reducing bias in your course starts with having an awareness of your biases and any biases that may exist in your course materials and discipline. Bias in course design can be seen in only selecting readings from authors with similar backgrounds and perspectives, which limits students' exposure to diverse ideas and experiences. Gendered or racialized images can also perpetuate stereotypes and make students who identify with the portrayed population feel unvalued, excluded, or invalidated. Gender bias within a discipline, such as assuming doctors are male and nurses are female, is another example. Your next steps are to actively select course materials that highlight the contributions of scholars, practitioners, and thinkers from diverse backgrounds or with diverse perspectives and to engage students in learning about and exploring bias in the course and/or discipline.

1.2.c - Course materials acknowledge lack of representation and/or stereotypes within the discipline.

Critically engaging with issues of representation and stereotypes is essential to designing a course that promotes equity, diversity, and inclusion. Acknowledging any lack of representation, misrepresentation, and/or stereotype within your course materials and your discipline will help you create a more inclusive learning environment, but not doing so can have harmful effects on your students. Lack of representation, misrepresentation, or negative representation of different backgrounds and identities can make students identifying with those groups feel excluded, invisible, or undervalued, which in turn can negatively impact their motivation, engagement, and sense of belonging in your classroom. Ignoring issues of representation and stereotypes in your course materials or your discipline perpetuates systemic inequalities and creates a negative learning environment for your students, especially for students identifying with historically marginalized groups. When your students don't see themselves reflected in the course or when stereotypes are perpetuated, your students may feel like they don't belong or aren't capable of succeeding in the discipline leading to feelings of low self-esteem, disengagement from the course, and even dropping out of college. Fortunately, the opposite is also true. Addressing issues of representation and stereotypes in your course materials and your discipline can significantly benefit your students. Students who feel valued, supported, and represented in your course and the discipline will experience a greater sense of belonging and be more engaged which positively impacts their academic success and growth. Additionally, exposure to positive and more accurate representations can broaden your students' perspectives and support them in developing a deeper understanding of the discipline and its relevance to diverse communities.

A science course that focuses only on Western ways of practicing science, lacks representation of different ways of knowing about and practicing science. Misrepresentation in the same course might be seen in inaccurately or incompletely portraying the contributions of scientists of color. And a common stereotype about scientists is depicting scientists as being nerdy. If you identify areas like this in your course or your discipline, you can proactively mitigate these issues by selecting readings, videos, podcasts, case studies, images, and other course materials that illustrate different ways of knowing and understanding and highlighting contributions to the field of study authored by scholars, practitioners, and thinkers from diverse backgrounds. You can further mitigate issues of representation and stereotyping by engaging your students in conversation or critical thinking on these topics.

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.

1.2.d - Course includes an invitation for students to co-create or co-curate course materials.

Did you know that choosing to involve students in the creation and selection of course materials can increase engagement, promote active learning, and foster a sense of belonging in your course? Co-creation and co-curation of learning resources are two approaches that empower students to take ownership of their learning experience. The process of co-creation invites students into a collaborative partnership with you in which students actively contribute to the design and development of course materials. This can include authoring content with peers and/or to share with peers. The process of co-curation invites students to work collaboratively with you and often their peers to select, evaluate, and sometimes also organize course materials.

Participation in the creation and selection of course materials actively engages students in using their critical thinking skills, helps develop information literacy skills, and more importantly, fosters belonging by providing a way for students to see themselves positively reflected in the course. Sharing their unique perspectives, cultural backgrounds, experiences, and interests with their peers also enhances the overall learning experience for everyone - even you. A note of caution here, student-authored and student-selected content can be at risk of containing biased and harmful content as well as images and other media that may reinforce negative stereotypes, so be mindful in the design of your learning activities and invite students to discuss bias and misrepresentation with you to help ensure that the resources they create or select advance equity, rather than perpetuate inequities.

Incorporating co-creation and co-curation into your course is easier than you think, and you might already be using one or both of these approaches in your classroom. If you've ever asked students to collaborate with you or their peers to author articles, wikis, blogs, slide decks, outlines, vocab flashcards, videos, quiz reviews, or quiz questions to share with classmates, guess what ... that's co-creation. If you've ever asked students to find and evaluate a learning resource to include in the course, that's co-curation. If you're new to co-creation and co-curation, it's a good idea to start small and ask for student feedback on the process as you go. Gathering feedback and making adjustments to improve the process for current and future students is a critical step in ensuring your success. You can scale up as you get a feel for how to facilitate this collaborative process for your students. Being transparent about how you intend to use student-authored resources, now and in the future, is also an important part of the process. If you're planning to reuse any student-authored materials in future courses, be sure to ask for permission before you do so.

As an added benefit, co-created student-authored content presents an opportunity to explore renewable assignments and open pedagogy with your students. Renewable assignments take the co-creation process to the next level with assignments designed to produce student-authored artifacts that have value beyond the course. Using open pedagogy then invites students to openly licensing their coursework, often using Creative Commons licensing, allows students to share their work with the world and helps ensure they'll be properly attributed in the future.

1.2.e - Course materials and activities engage students in exploring human bias.

Reducing bias in your course begins with recognizing your own biases and identifying biases that may exist within your course materials and discipline. While actively working to identify areas of bias is a good first step, it's not enough to simply acknowledge that bias exists - you also need to actively work to eliminate it and engage with your students in thinking about it. Although discussing bias may sometimes feel uncomfortable to you, inviting students to share their thoughts and experiences with bias can help you build trust, foster belonging, and create a more inclusive learning community.

There are many ways you might choose to explore bias with your students. For example, you could use a journaling activity to challenge students to examine and think deeply about their own biases or use a reflection assignment to help students raise their awareness of how media and society influence their thoughts and attitudes. Alternatively, you could use a class discussion, paired storytelling, or a group case study analysis to help students explore bias within specific contexts, such as the workplace, media, or education. Whatever format you choose to use, critically thinking about their own biases combined with exposure to the multiple perspectives offered by classmates and engaging in meaningful dialogue with peers can help your students gain a better understanding of the effects of bias on marginalized communities and society. As you design course activities that encourage students to reflect on and explore bias in relation to your discipline, remember that any activity about bias is meaningless unless you include a relevant, engaging, and well-crafted prompt. It’s also important to choose a format that aligns with your instructional goals and to follow the activity with an opportunity for students to offer feedback on the structure and content so you can learn and grow too. And, if you’re planning an activity that includes student-to-student interaction, be sure to gently remind students about the values they share by referring them back to the guidelines the class co-created for respectfully interacting in the course.

The exploration of bias is an ongoing journey. Providing space in your course to think critically about bias in the course materials, the discipline, and the world will help both you and your students develop social consciousness and empathy. Every step you take toward mitigating bias and engaging students in exploring bias has the potential to make significant impacts on your students' lives and also helps create a space where students from diverse backgrounds feel heard and valued.

1.2.f - Course materials and activities engage students in exploring lack of representation and stereotypes within the discipline.

As with addressing bias in your course, mitigating issues of representation and stereotype begins with having awareness of areas of lack of representation, misrepresentation, and stereotypes that may exist within your course materials and your discipline. However, simply identifying and acknowledging that these misrepresentations and stereotypes exist is just the beginning. In addition to the mindful and intentional selection of course materials that value difference and variety of perspective, the next step is to actively engage students in exploring topics related to lack of representation, misrepresentation, and stereotypes. Engaging students in exploring topics of lack of representation, misrepresentation, and stereotypes is an important component in building trust, fostering belonging, and creating a more inclusive learning community. Lack of representation or the negative representation of different backgrounds and identities can make students identifying with the misrepresented groups feel excluded, invisible, or undervalued, which negatively impacts their motivation, engagement, and sense of belonging in your course. This is especially true for students identifying with historically marginalized populations. In contrast, students who feel valued, supported, and authentically represented in your course will experience a greater sense of belonging and be more engaged, positively impacting their academic success and growth. Exposure to positive and accurate representations also supports students in valuing a wider range of communities.

You might feel a little uncomfortable discussing these topics with your students but don’t worry, it gets easier with practice, and the benefits of creating space for critical thinking, reflection, and open dialogue around lack of representation, misrepresentation, and stereotypes far outweigh any discomfort you might experience. There are many ways to explore issues of representation and stereotypes with your students. Consider starting small and trying a few different activities to find the right method for both you and your students. You can encourage your students to share their perspectives and experiences by providing space for them to identify and challenge issues of representation and stereotypes in your course materials, in the discipline, or elsewhere in their lives, such as in the news, in the movies, or on television. Small group discussions focused on the underrepresentation of marginalized groups within your discipline, such as women or people of color, can help your students critically examine the implications of representation and stereotypes in their field of study on individuals and society as a whole. While individual reflection on the history of representation in the discipline followed by discussion about how lack of representation or inaccurate/negative/stereotypical representations has affected the discipline over time and what improvements could be made to fix it, will help students gain a greater awareness of the importance of diversity and representation in society and their future careers. You might even consider incorporating readings, multimedia content, or guest speakers that address the effects of misrepresentation and stereotypes on individuals, communities, and society as a whole. Following the learning activity with an opportunity for reflection can help your students consider how these issues influence their own beliefs, values, and actions.

Critically thinking about issues of representation and stereotypes combined with exposure to the multiple perspectives offered by classmates and engaging in meaningful dialogue with peers can help your students gain insight into the impact of representation and stereotypes on marginalized communities and their chosen field of study. When designing course activities to help students explore topics of representation and stereotype within your course or discipline, it's essential to include a meaningful and engaging prompt. It's also important to choose a format that aligns with your instructional goals and to provide an opportunity for students to offer feedback on the structure and content of the activity. You can use the feedback you receive to improve the learning experience for future students. If the activity will include student-to-student interaction, it’s also a good time to remind students about their shared values by referring them back to their co-created guidelines for respectful and inclusive course interactions.

Exploring lack of representation, misrepresentation, and stereotype with students is a continuous journey. Making space in your course to think critically about issues of representation and stereotype in the course materials, the discipline, and the world will help both you and your students develop social consciousness and empathy. Every step you take toward mitigating and engaging students in exploring lack of representation, misrepresentation, and stereotype has the potential to make significant impacts on your students' lives and also helps create a space where students from diverse backgrounds feel heard and valued.

1.2.g - Course includes a personalized statement by the instructor that honors land and labor contributions and describes the instructor’s commitment to centering Black, Indigenous, and People of Color (BIPOC) within the learning space.

The land you are standing on and the country you live in have stories and it’s important to demonstrate that you see and appreciate the significance of those stories and the labor contributed, hardships endured, and inequities suffered by the individuals who lived them. Including a personalized statement in your course that acknowledges and honors the land and labor contributions of Black, Indigenous, and People of Color (BIPOC) along with your plan of action for moving beyond mere words, is one way to demonstrate your appreciation. Your campus may provide you with a written land and/or labor acknowledgment to include in your syllabus but taking the time to add a supplemental personal statement or write your own acknowledgement(s) and create plan of action, can help you begin to establish respect and trust with your students. Your personal statement(s) and plan of action do not necessarily need to be written, you could also choose to record yourself sharing this information or incorporate it into your welcome video or first synchronous class session. In addition to your written or recorded statement(s), it is also important to encourage open dialogue and provide space for students to discuss these topics and offer feedback.

Land Acknowledgments focus on acknowledging the traditional territories of Indigenous peoples and honoring their historical and ongoing connections to the land, while labor acknowledgments seek to raise awareness and honor the labor contributions and hardships endured by marginalized and exploited individuals or communities, such as slaves and immigrants. Both types of statements share the common aim of recognizing the historical and ongoing contributions of BIPOC individuals and communities. The practice of acknowledging the land goes back centuries and played an important role in the oral traditions, storytelling, and cultural practices of the Indigenous peoples that used them. Land Acknowledgments often marked one of the initial interactions between Nations, so consider placing your statement and plan of action in a place of prominence near the top of your syllabus, on your home page, or at the beginning of your start module. Though not having a long historical tradition, Labor Acknowledgements should also be placed with prominence in your course.

Be aware that the practice of sharing a land and/or labor acknowledgement can be controversial because often these statements are purely performative, rather than meaningful and action based. Offering an acknowledgment without a call to action or a concrete plan for action holds little value, so it is vital that your statement goes beyond just words. Write your acknowledgement in a thoughtful and genuine manner that recognizes historical contexts and the continuing contributions of BIPOC individuals and communities, describes your commitment to centering BIPOC experiences, and demonstrates how you are putting your words into action. You might begin your statement by acknowledging the traditional territories of Indigenous peoples in your area and then recognizing the forced labor BIPOC individuals endured while building our society. Your statement should also express your commitment to centering BIPOC voices and perspectives within your course and how you’re actively working toward doing that in your classroom, in your professional life, and also in your personal life.

*Way to express your commitment to centering BIPOC voices and perspectives*
In your classroom	In your professional life	In your personal life
Share your strategies for incorporating readings, multimedia, and other resources that represent diverse perspectives.	Engage in regular reflection on your teaching practices, course materials, and interactions with students.	Learn about the history of local Indigenous communities, immigrants, and slaves.
Highlight the achievements and contributions of BIPOC scholars and practitioners in the field.	Advocate for equitable college policies and changes to existing educational structures and systems that perpetuate systemic inequities for BIPOC students.	Learn more about BIPOC communities and traditions by attending cultural events.
Create opportunities for students to engage with topics relevant to BIPOC experiences.	Educate yourself and help to educate others about the contributions made and hardships endured by BIPOC individuals or communities.	Volunteer with, or donate to, community organizations that provide support for BIPOC communities.
Integrate a service learning project that benefits a BIPOC community.	Build partnerships with local community groups to create scholarship opportunities for BIPOC students.	Return land to Indigenous peoples.
Invite BIPOC guest speakers or experts in the field to share their experiences, insights, and expertise.	Actively participate in professional organizations focused on diversity and inclusion in education.	Support BIPOC owned businesses.
Integrate topics and issues that are relevant to BIPOC communities into the curriculum.	Engage in ongoing professional development related to diversity, equity, and inclusion.	Advocate for legislation that supports BIPOC communities.
Ask your students to share their ideas for way to center BIPOC voices and perspectives within the course.	Collaborate with colleagues to share resources, lesson plans, and strategies for centering BIPOC voices and perspectives.	Care for the earth by recycling, purchasing earth friendly products, or participating in land restoration projects.

Writing your statement and developing your plan of action will be challenging and it's natural to want to seek support from BIPOC individuals or communities, but know that being asked to shoulder the responsibility of editing, composing, or delivering an acknowledgement on your behalf places an emotional burden on the individual or community you've asked for help. If you do decide to seek assistance from a BIPOC individual or community, be respectful by doing all of the learning and research you can do on your own before asking for help and show that you value the time and emotional labor of those that may assist you by offering compensation or reciprocity.

1.2.h - Course includes an invitation for students to offer feedback on the quality and relevance of course materials.

Each quarter you share valuable feedback with your students to help them learn and grow, but students aren’t the only ones who need encouraging words and practical advice for improving their skills. You also need feedback to learn and grow in your professional practice, and you can learn a lot from inviting students into the course design process and asking for their perspectives on various aspects of your course. Receiving student feedback can help you identify what's working well in your course and areas that might need some refining. Student feedback can also give you insight into the student experience in your course and can also be used to inform decisions on everything from textbook selection to the types of technology used in your course. Asking what your students think and taking action on their advice also helps you create a sense of partnership and community in your classroom by demonstrating to students that their opinion matters. Students who experience increased feelings of belonging and value are more likely to actively engage and be successful in your course.

Student feedback on the quality and relevance of course materials can help you identify areas of bias and misrepresentation while also assisting you in curating a collection of diverse and engaging learning resources. For example, if your students suggest a new topic, resource, or activity, you can incorporate it into the course materials to create a more inclusive learning experience that better reflects your students’ identities, backgrounds, interests, and experiences. Depending on how and when you plan to use it, student feedback on the quality and relevance of course materials can be collected in a variety of ways throughout the quarter or just at the end of your course. To get started, consider doing a mid-term check-in about the course resources. Or consider adding a short end-of-unit survey to each module or to the related module assessment(s). You could also consider adding a question about the quality and relevance of course materials to your end-of-term survey or inviting students to participate in an informal discussion about areas of bias and misrepresentation in the course. However you decide to collect feedback from your students, it’s important to be transparent in how the feedback you collect will be used, so be sure to share why you are asking for student feedback and exactly how you plan to use it. Consider sharing an example of how you’ve used feedback from previous students to improve the learning experience for your current students and/or summarizing the feedback you receive from students and sharing it back with the class. Also, assure students that providing feedback is optional, anonymous, and will not impact their grades in any way.

Feedback is an important tool for your professional growth and can help you become the best educator and course designer you can be. The feedback you receive from your students can also help you improve your course and help you make intentional decisions that promote inclusivity, representation, and equity in your classroom.

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 statements and course information. For example, identifying areas of human bias within the course.
Rich Content Editor: Use the Rich Content Editor to embed images, links, and videos. For example, to add inclusive images and media to course content.
Pages or 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 community guidelines.
Discussions: Use a Discussion as space for students to share ideas and ask questions. For example, to explore human bias or stereotypes within the discipline.
Ungraded Survey: Use an Ungraded Survey to collect information from students. For example, to invite students to give feedback on the quality and relevance of course materials.

Examples of Standard 1.2

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

Example 1

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Example 2

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Example 3

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Example 4

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Example 5

Receiving Anonymous Feedback via Padlet with Kathy Ratliffe

Soliciting Student Feedback web page

Ways to Apply Standard 1.2

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

1.2.a - Using content, images, and representations reflecting multiple identities, communities, and perspectives

(1.2.a) Review the images and other media representations in your course. Switch out images as needed to better reflect the student population in your classroom and on your campus.
(1.2.a) Add variety of viewpoint and perspective to your course by including content by three or more authors from different backgrounds or with differing or opposing views of the same topic.
(1.2.a) Add relevant and representative content to your course by highlighting scholarly works by three or more authors who identify as BIPOC and/or other historically underrepresented groups.
(1.2.a) Include a variety of examples, articles, multimedia resources, and case studies that showcase diverse identities, backgrounds, and experiences within the subject matter.
(1.2.a) Invite guest speakers from diverse backgrounds to share their expertise and experiences related to the course content.
(1.2.a) Present historical events and cultural contexts from different regions and communities to provide a well-rounded understanding of the subject.
(1.2.a) Invite students to contribute relevant content from their own backgrounds or communities to enhance the diversity of perspectives.

1.2.b - Identifying areas of bias

(1.2.b) Reflect on your language and behavior in the course to identify any biases or stereotypes that you may be unintentionally communicated through your words or actions. Revise your course and actions as needed to model inclusive language and behavior for your students.
(1.2.b) Add a statement to your syllabus or elsewhere in your course acknowledging the implicit biases you feel you bring to the course.
(1.2.b) Add a statement to your syllabus or elsewhere in your course acknowledging any areas of bias you feel exists within the course materials or your discipline.
(1.2.b) Review your course materials for areas of bias. Replace resources as needed by selecting readings, videos, podcasts, case studies, or other materials that highlight the contributions of scholars, practitioners, and thinkers from diverse backgrounds.
(1.2.b) Use an online tool or questionnaire designed to help educators identify potential bias in course materials and teaching methods. Revise your course as needed and share with students about any areas of bias you may not be able to mitigate.
(1.2.b) Collaborate with fellow educators to conduct peer reviews of each other's course materials, providing fresh insights and opportunities to mitigate, and discuss and mitigate areas of potential bias identified in your course. Revise your course as needed and share with students about any areas of bias you may not be able to mitigate.

1.2.c - Acknowledging lack of representation within the course and discipline

(1.2.c) Add a statement to your syllabus or elsewhere in your course acknowledging any lack of representation you feel exists within your discipline.
(1.2.c) Review your course materials for lack of representation or inaccurate/negative/stereotypical representations. Replace resources as needed by selecting readings, videos, podcasts, case studies, or other materials that highlight the contributions of scholars, practitioners, and thinkers from diverse backgrounds.
(1.2.c) Research the history of your discipline. Summarize this research for students and explain how lack of representation or inaccurate/negative/stereotypical representations has affected the discipline over time and what's being done to improve it.
(1.2.c) Add information to existing learning materials that provides historical context for the lack of representation and prevalence of stereotypes within the discipline to help students understand its roots.
(1.2.c) Introduce course materials with open discussion about the presence of biases, stereotypes, and underrepresentation in the field of study.
(1.2.c) Create and share a timeline with students that highlights moments of progress and setbacks related to representation and stereotypes in the discipline.
(1.2.c) Share recent research and studies with students that examine the effects of underrepresentation and stereotypes within the discipline.

1.2.d - Inviting students to co-create or co-curate course materials

(1.2.d) Add an opportunity for students to collaboratively help research, curate, or develop open learning materials for your course.
(1.2.d) Use a collaborative curation tool and ask students to collect and share articles, blog posts, videos, images, and other digital content for use as course material.
(1.2.d) Add an assignment that asks students to locate, assess, and share a reading or video that explains, summarizes, or recaps a concept from your course.
(1.2.d) Add an assignment that asks students to use a collaborative annotation app like Perusall, to assess a reading of their choice to add to the list of readings for your course. Provide a rubric for assessment or develop one in collaboration with students.
(1.2.d) Build-in opportunities for students to suggest or choose topics or themes they are interested in exploring within the course content.
(1.2.d) Add a discussion in which students collaboratively write or select the prompt and guide the direction of conversation.
(1.2.d) Have students work in small groups to collaboratively design and develop a content module related to a specific course topic.
(1.2.d) Create a library of student selected readings and media resources that each class reviews and contributes to for future classes.

1.2.e - Exploring human bias

(1.2.e) After acknowledging your own implicit biases and any areas of bias you feel exists within the course materials or your discipline add a discussion or other opportunity to your course to encourage students to discuss or explore their thoughts and feelings on this topic.
(1.2.e) Incorporate a reflection assignment or journaling activity where students can privately explore their own biases and consider how these biases may impact their learning and interactions with others.
(1.2.e) Add a group activity or case study analysis that requires students to identify and discuss instances of bias within various contexts, such as the workplace, media, or education. Encourage students to explore the consequences of these biases and propose strategies for mitigating them.
(1.2.e) Organize a guest speaker event or panel discussion featuring discipline experts or community members who can share their experiences with and insights into human bias. Provide an opportunity for students to ask questions and engage in meaningful dialogue on this topic.
(1.2.e) Create a dedicated discussion board or other collaborative space where students can share resources, articles, or personal experiences related to human bias. Encourage respectful and open communication and ensure that all students have the opportunity to contribute.
(1.2.e) Incorporate a relevant film, documentary, or Ted Talk on the topic of human bias into your course. Follow up with a class discussion or written reflection assignment where students can explore their reactions, insights, and potential strategies for addressing bias in their own lives and within society.

1.2.f - Exploring lack of representation and/or stereotypes

(1.2.f) Review the images and other media representations in your course. If stereotypical images are included, acknowledge the bias, and add a discussion or other opportunity to your course to encourage students to discuss or explore their thoughts and feelings on this topic.
(1.2.f) Review the language used in your course. Replace any biased, unrepresentative, or stereotyped language as needed and add a discussion or other opportunity to your course to encourage students to discuss or explore their thoughts and feelings on this topic
(1.2.f) Ask students to research the history of the discipline, summarize their findings, and discuss how lack of representation or inaccurate/negative/stereotypical representations has affected the discipline over time and what improvements could be made to fix it.
(1.2.f) Facilitate a class discussion on the underrepresentation of marginalized groups, such as women or people of color, in a particular field and ask students to reflect on the implications of this for the discipline as a whole.
(1.2.f) Add a discussion that asks students to critically examine and explore the representations of different groups in the course materials and media they encounter and the implications of these representations and how they may impact individuals and society as a whole.
(1.2.f) Provide space for students to identify, challenge, and share about any stereotypes or biases they encounter within course materials or in the field more broadly.
(1.2.f) Incorporate resources and learning activities in your course that encourage students to explore topics of diversity, justice, and social responsibility.
1.2.f) Use a critical analysis assignment that asks students to evaluate and analyze how lack of representation and stereotypes have influenced historical events or current practices in relation to the subject matter or discipline.
(1.2.f) Add a critical analysis assignment where students examine course materials, media, or other resources for instances of stereotypes or lack of representation and reflect on the impact these issues have on their understanding of the subject matter and propose alternative, more inclusive resources.
(1.2.f) Include an activity where students deconstruct common stereotypes associated with certain identities within the discipline.
(1.2.f) Add a small-group or whole-class discussions focused on specific instances of stereotypes or lack of representation identified within course materials and encourage students to share their perspectives and experiences.
(1.2.f) Add a collaborative project in which students work together to develop resources such as presentations, videos, or infographics that highlight marginalized voices, achievements, or perspectives and challenge stereotypes or address the lack of representation in your discipline.
(1.2.f) Incorporate readings, multimedia content, or guest speakers that address the impact of stereotypes and lack of representation on individuals, communities, and society as a whole and ask students to reflect on how these issues influence their own beliefs, values, and actions.
(1.2.f) Add a creative assignment, such as a personal narrative, visual art piece, or digital storytelling project that allows students to explore and express their own experiences with stereotypes or lack of representation. Provide an opportunity for students to share their work with their peers.
(1.2.f) Suggest opportunities for students to engage with diverse perspectives outside of the classroom, such as attending cultural events, conducting interviews with individuals from underrepresented groups, or exploring resources from diverse organizations.
(1.2.f) Add an assignment that asks students to compare and contrast representation and stereotypes within the discipline across different time periods, regions, or cultural contexts.

1.2.g - Including a land and labor acknowledgement and centering BIPOC voices

(1.2.g) Include a personalized statement in your course acknowledging land and labor contributions by Black, Indigenous, and People of Color (BIPOC) and add a discussion or other opportunity to your course to encourage students to discuss or explore their thoughts and feelings on this topic.
(1.2.g) Add a personalized statement acknowledging land and labor contributions by Black, Indigenous, and People of Color (BIPOC) to the Land and Labor Acknowledgement provided by your campus. Be sure to encourage students to discuss, explore, and share feedback on this topic.
(1.2.g) Incorporate readings, multimedia, and other resources into your course that represent diverse perspectives and highlight the achievements and contributions of BIPOC scholars and practitioners in the field.
(1.2.g) Share with students how you are taking action and advocating for equitable college policies and changes to existing educational structures and systems that perpetuate systemic inequities
(1.2.g) Share with students about your journey to learn more about local Indigenous communities and historical contexts surrounding land and labor practices in our country.
(1.2.g) Begin your course with an introductory lecture, presentation, or reading that provides historical context on the contributions of BIPOC communities to the land, labor, and development of the region where your institution is located. Encourage students to reflect on this information and consider how it relates to their own experiences and understanding of history.
(1.2.g) Incorporate a case study or research project assignment that requires students to explore the specific contributions of BIPOC communities within your discipline, industry, or area of study. This can include historical figures, contemporary leaders, or underrepresented perspectives that have shaped the field.
(1.2.g) Add a class discussion or debate on the importance of acknowledging land and labor contributions by BIPOC communities. Encourage students to consider the implications of recognizing these contributions, as well as the consequences of neglecting or minimizing them.
(1.2.g) Add a service-learning or community engagement project that connects students with local BIPOC organizations or communities. This experience can help students develop a deeper understanding of the land and labor contributions of these communities and foster meaningful connections that enrich their learning experience.

1.2.h - Invitation to offer feedback on quality and relevance of course materials

(1.2.h) Add a discussion to your course inviting feedback from students on the quality and relevance of course materials.
(1.2.h) Add a mid-term "Stop, Start, Continue" style discussion to your course inviting feedback from students on resources they would like to stop, start, and/or continue using for the remainder of the quarter.
(1.2.h) Add a mid-term or end of term survey to your course, using the tool of your choice to invite feedback from students on the quality and relevance of course materials. Use this feedback to improve your course throughout the quarter or for the next term. Be sure to include an explanation of why you are collecting this information from students and how you plan to use it to improve your course.
(1.2.h) Add a question to an existing mid-term or end of term survey using the tool of your choice to invite feedback from students on the quality and relevance of course materials. Use this feedback to improve your course throughout the quarter or for the next term. Be sure to include an explanation of why you are collecting this information from students and how you plan to use it to improve your course.
(1.2.h) When adopting new materials for your course, invite students to share their impressions on the quality and relevance of the new materials.
(1.2.h) Use a collaborative annotation app (like Perusall) and dedicate a specific color or emoji/icon for students to use to point out concerns about areas course reading, then address these concerns 1:1 or together as a class.
(1.2.h) Poll students on gaps they perceive in the course content to determine what areas of the course could be either supplemented or replaced by outside readings or media.
(1.2.h) Create a feedback loop for students to provide ongoing feedback on how the course materials address issues of bias, stereotypes, and underrepresention.
(1.2.h) Conclude your course with a feedback opportunity that invites students to provide input on the quality and relevance of course materials and suggest improvements for future iterations of the course.

1.2.a - 1.2.h - All

(1.2.a - 1.2.h) 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
Document: Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors from UC Berkeley
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: Humanizing Online Learning by Michelle Pacansky-Brock
Webinar: The danger of a single story | TED Talk by Chimamanda Ngozi Adichie
Website: Implicit Bias Training by the Kirwan Institute
Website: Humanizing Online Learning 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: Beyond Land Acknowledgment: A Guide by Native Governance Center

References

1.2.a - Using content, images, and representations reflecting multiple identities, communities, and perspectives.

Adichie, C.N. (n.d.) The danger of a single story. [TED Talk]. Retrieved October 23, 2023 from https://youtu.be/D9Ihs241zeg?si=H8qTFK5HMjmoOHom
Appel, M. & Kronberger, N. (2012). Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking. Educational Psychology Review, 24(4). 609-635.
Blonder, B., Bowles, T., De Master, K., Fanshel, R. Z., Girotto, M., Kahn, A., Keenan, T., Mascarenhas, M., Mgbara, W., Pickett, S., Potts, M., & Rodriguez, M. (2022). Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors (1.0.0). Zenodo. Retrieved September 27, 2022, from https://doi.org/10.5281/zenodo.5874656
Collins, J. & Hebert, T. (2008). Race and gender images in psychology textbooks. Race, Gender & Class, 15(3/4), 300-307.
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/
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.
Kay, M.; Matuszek, C.; & Munson, S.A. (2015). Unequal Representation and Gender Stereotypes in Image Search Results for Occupations. In proceedings from CHI '15: 33rd Annual ACM Conference on Human Factors in Computing Systems, 18 - 23 April, Seoul, Republic of Korea (3819-3828). New York: Association for Computing Machinery. Retrieved from https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.csee.umbc.edu/~cmat/Pubs/KayMatuszekMunsonCHI2015GenderImageSearch.pdf&ved=2ahUKEwiz3u2YxYmIAxXbHTQIHXj0JDQQFnoECBQQAQ&usg=AOvVaw2Q6bJ2AhLM0HwbIHKw1TeH
Louie, P. & Wilkes, R. (2018). Representations of race and skin tone in medical textbook imagery. Social Science & Medicine. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/29501717
Mahdawi, A. (2017, September 10). Stock photo stereotypes are shifting, but the typical woman is still young, skinny and white. [Web article]. The Guardian. Retrieved from https://www.theguardian.com/artanddesign/commentisfree/2017/sep/10/stock-photo-stereotypes-are-shifting-but-the-typical-woman-is-still-young-skinny-and-white
Ostrove, J. M., & Long, S. M. (2007). Social Class and Belonging: Implications for College Adjustment. The Review of Higher Education, 30, 363-389. Retrieved from http://dx.doi.org/10.1353/rhe.2007.0028
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). Canvas Commons. Online Equity Training - Template - Fall 2019. Retrieved 8 April, 2020, from https://lor.instructure.com/resources/f35cd7a09da64112aff13a98b7ddf0cd?shared
Singmaster, H. (2018, November 12). The Importance of Diverse Perspectives and How to Foster Them. Education Week. Retrieved December 2, 2020, from https://blogs.edweek.org/edweek/global_learning/2018/11/the_importance_of_diverse_perspectives_and_how_to_foster_them_1.html

1.2.b - Identifying areas of human bias

Eberhardt, J. (n.d.). How Bias Works. [YouTube Video] RSA. Retrieved September 26, 2022,from https://youtu.be/YMX0QzHbSOU
Blonder, B., Bowles, T., De Master, K., Fanshel, R. Z., Girotto, M., Kahn, A., Keenan, T., Mascarenhas, M., Mgbara, W., Pickett, S., Potts, M., & Rodriguez, M. (2022). Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors (1.0.0). Zenodo. Retrieved September 27, 2022, from https://doi.org/10.5281/zenodo.5874656
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.
Hammond, Z. (2014). Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin.
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/

1.2.c - Acknowledging lack of representation and/or stereotypes

Blonder, B., Bowles, T., De Master, K., Fanshel, R. Z., Girotto, M., Kahn, A., Keenan, T., Mascarenhas, M., Mgbara, W., Pickett, S., Potts, M., & Rodriguez, M. (2022). Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors (1.0.0). Zenodo. Retrieved September 27, 2022, from https://doi.org/10.5281/zenodo.5874656
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.
Hammond, Z. (2014). Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin.
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
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/

1.2.d - Invitation to co-create or co-curate course materials

CAST. (2018). Checkpoint 7.1 Optimize individual choice and autonomy. UDL Guidelines. Retrieved July 13, 2021, from https://udlguidelines.cast.org/engagement/recruiting-interest/choice-autonomy
CAST. (2018). Checkpoint 7.2 Optimize relevance, value, and authenticity. UDL Guidelines. Retrieved July 13, 2021, from https://udlguidelines.cast.org/engagement/recruiting-interest/relevance-value-authenticity
CCCOER - Community College Consortium for OER. (n.d.). Why Open Education? CCCOER - Community College Consortium for OER. Retrieved July 29, 2021, from https://www.cccoer.org/learn/
Hilton III, J. (2020). Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018. Education Tech Research Dev, 68, 853-876. https://doi.org/10.1007/s11423-019-09700-
Katz, S. (2021, October 22). What is co-creation in higher education? | THE Campus Learn, Share, Connect. Times Higher Education (THE). Retrieved April 26, 2023, from https://www.timeshighereducation.com/campus/cocreating-students-practical-considerations-and-approaches
The University of British Columbia. (2015, February 18). From consumer to creator: Students as producers of content. Flexible Learning. Retrieved August 3, 2021, from http://flexible.learning.ubc.ca/case-studies/simon-bates/

1.2.e - Exploring human bias

Blonder, B., Bowles, T., De Master, K., Fanshel, R. Z., Girotto, M., Kahn, A., Keenan, T., Mascarenhas, M., Mgbara, W., Pickett, S., Potts, M., & Rodriguez, M. (2022). Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors (1.0.0). Zenodo. Retrieved September 27, 2022, from https://doi.org/10.5281/zenodo.5874656
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.
Merculieff, I., & Roderick, L. (2013). Stop talking: Indigenous ways of teaching and learning and difficult dialogues in higher education. University of Alaska Anchorage. Retrieved May 11, 2023, from https://ctl.oregonstate.edu/sites/ctl.oregonstate.edu/files/stop_talking_final.pdf
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/

1.2.f - Exploring lack of representation and/or stereotype

Blonder, B., Bowles, T., De Master, K., Fanshel, R. Z., Girotto, M., Kahn, A., Keenan, T., Mascarenhas, M., Mgbara, W., Pickett, S., Potts, M., & Rodriguez, M. (2022). Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors (1.0.0). Zenodo. Retrieved September 27, 2022, from https://doi.org/10.5281/zenodo.5874656
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.
Merculieff, I., & Roderick, L. (2013). Stop talking: Indigenous ways of teaching and learning and difficult dialogues in higher education. University of Alaska Anchorage. Retrieved May 11, 2023, from https://ctl.oregonstate.edu/sites/ctl.oregonstate.edu/files/stop_talking_final.pdf
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/

1.2.g - Including a land and labor acknowledgement

#HonorNativeLand — U.S. Department of Arts and Culture. (n.d.). U.S. Department of Arts and Culture. Retrieved May 1, 2023, from https://usdac.us/nativeland
Native Governance Center. (2021, September 21). Beyond Land Acknowledgment: A Guide. Native Governance Center. Retrieved June 24, 2022, from https://nativegov.org/news/beyond-land-acknowledgment-guide/
Peace & Justice Center. (n.d.). Living Land & Labor Acknowledgement. Retrieved April 20, 2023, from https://www.pjcvt.org/living-land-and-labor-acknowledgement/
AMA-AAMC. (n.d.). Advancing Health Equity: A Guide to Language, Narrative and Concepts. Retrieved April 20, 2023, from https://www.ama-assn.org/system/files/ama-aamc-equity-guide.pdf
JustLead Washington. (2020). Centering Black & Indigenous Communities, During & After COVID-19: Part I. Retrieved April 20, 2023, from https://justleadwa.org/2020/05/11/centering-black-indigenous-communities-during-after-covid-19-part-i/

1.2.h - Invitation to offer feedback on quality and relevance of course materials

33 Soliciting Student Feedback. (n.d.). Blogs@Baruch. Retrieved May 1, 2023, from https://blogs.baruch.cuny.edu/blsci/files/2017/11/33-Soliciting-Student-Feedback.pdf
Blonder, B., Bowles, T., De Master, K., Fanshel, R. Z., Girotto, M., Kahn, A., Keenan, T., Mascarenhas, M., Mgbara, W., Pickett, S., Potts, M., & Rodriguez, M. (2022). Advancing Inclusion and Anti-Racism in the College Classroom: A rubric and resource guide for instructors (1.0.0). Zenodo. Retrieved September 27, 2022, from https://doi.org/10.5281/zenodo.5874656
Collecting and Responding to Early Student Feedback. (2020, April 21). Engaged Teaching. Retrieved May 1, 2023, from https://engagedteaching.ucsd.edu/resources/assess-learning1/collecting-student-feedback.html
Early/Midterm Course Feedback | Center for Advancing Teaching and Learning Through Research. (n.d.). Center for Advancing Teaching and Learning Through Research. Retrieved May 1, 2023, from https://learning.northeastern.edu/midterm-course-feedback/
Improving Your Teaching: Obtaining Feedback | CRLT. (n.d.). CRLT. Retrieved May 1, 2023, from https://crlt.umich.edu/gsis/p9_1
Soliciting Student Feedback - Assist. (2022, March 13). College of Education, University of Hawaiʻi at Mānoa. Retrieved May 1, 2023, from https://coe.hawaii.edu/assist/showcase/soliciting-student-feedback/
Toy, C. (n.d.). Seeking Student Feedback - Questions and Strategies - The Center For Learning & Teaching. The Center For Learning & Teaching at Champlain College. Retrieved May 1, 2023, from https://clt.champlain.edu/kb/student-feedback-questions/

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