Developing an Inclusion Statement or Classroom Discussion Guidelines
Questions to consider when developing an inclusion statement and/or classroom discussion guidelines for your syllabus
What are your discipline’s conventions and assumptions? How might diverse students respond to them?
Where does your desire to integrate diversity, equity and inclusion in the classroom intersect with your personal teaching philosophy?
How can you explicitly highlight the benefits and positive learning outcomes for all students when focusing on inclusive practices for teaching and learning?
How does your statement and/or guidelines challenge dominant norms and power in the classroom? Where are you implicated in this work?
Is your statement inclusive of different types of diversity, including but not limited to: race, gender expression, sexual orientation, age, socioeconomic status, religion, and those who are differently abled?
What kind of classroom environment would you students like to see? How will you include them in the conversation about establishing group expectations for discussion and dialogue?
Inclusion statements and/or classroom discussion guidelines are living documents that grow and change as new understanding about diversity emerges from scholars and activists. What sources do you reference to stay up to date on the latest developments, concepts and terminology?
From whom will you seek support should conflict arise in the classroom? Does your inclusion statement and/or class discussion guidelines align with your department’s approach? Does it differ? Have you had this discussion with your chair or faculty peers?
When and how do you expect to use your inclusion statement and/or classroom discussion guidelines throughout the quarter?
Does your curriculum align with the principles expressed in your inclusion statement and/or classroom discussion guidelines?
(Adapted from Texas A& M guidelines: cte:tamu.edu/faculty-teaching-resource)