Syllabus Checklist for Diversity and Inclusiveness

Diversity includes age, culture, disability, gender, gender identity, national origin, military background, marital status, social class, color, race, religion, sexual orientation, and diversity of thought.

My course:

Diversity Component Present? Examples Ideas for Improving

Course title
description You may not be able to change these, but consider: Does the title and course description reflect the GSE’s guiding principle of diversity and inclusiveness? / Y N / • “Instructional methods that support all
learners...”
• “The diverse classrooms and communities in which you’ll work...”
Accommodations
statement Do you include an accommodations statement on your syllabus somewhat like the example? / Y N / If you require accommodations (e.g.,
special seating, interpreter, note-taker, etc.), please inform your instructor immediately. Students with disabilities should register with the PSU Disability Resource Center (503-725-4150) to document their need for accommodations and obtain support services. I will work with you to arrange the supports you need in this class.
Course objectives/
outcomes Do your / • “Address the needs of diverse
learners...”
objectives:
· Aim toward student understanding of ethnic, social class, language, disability, and gender influences on development and learning?
· Promote a critical
analysis of social/ school realities or current policy? / Y N
Y N / • “Teach culturally diverse student
populations...”
• “To design culturally sensitive...”
• “Commitment to diversity and to anti- bias, anti-racist education...”
• “Relate issues to broader social,
cultural, political, and historical contexts…”
Texts or assigned
readings Do your
assigned readings include choices that address diversity or inclusion? / Y N / Many possible choices. Examples:
· Nieto, S., & Bode, P. (2008).
Affirming diversity: The sociopolitical context of multicultural education, 5th ed. Boston, MA: Pearson Allyn & Bacon.
· Pisha, B., Coyne, P. (2001).
Smart from the start: The promise of universal design for learning. Remedial Special Education, 22, 197-203.
Student expectations
• Do you establish ground rules regarding respectful participation in discussion? / Y N / • “We examine our personal and
cultural values...”
• “Address cultural and linguistic differences...”
• “Complete all work free of biased
• Do you have a policy
about use of biased language? / Y N / language...”
• “Students whose beliefs, religious practices, or lifestyles may conflict with class attendance...”
Course activities and
assignments
· Do you present multiple opportunities to foster cross- cultural competence, critical thinking, and decision making?
· Do you provide
multiple opportunities for personal participation and growth?
· Do activities and
assignments present multiple opportunities for taking action on social problems?
· Do these activities
show up regularly on your course schedule? / Y N
Y N
Y N
Y N / • “Interview a parent of a child with
diverse learning needs...” Y N
• “Identify an issue, concept, or subject that you at one time viewed as right or wrong...”
• “Consider how you have come to understand your race and ethnicity...”
Evaluation procedures
· Do assignments permit students to / Y N / A range of modes and methods to
address diverse learners:
• Oral as well as written
apply their preferred
approaches to problem solving and encourage mastery of other approaches as well?
· Do assignments
engage students in meaningful self- reflection?
· Is support provided to
enable students to meet rigorous standards? / Y N
Y N / • Scaffolded written assignments
• Assignments requiring reflection and interpretation
• Response journals
• Collaborative project-based assignments
Y N

Evaluation questions adapted from Kitano, M. K. (2000). Multicultural course transformation: A framework for course and syllabus change. Unpublished inservice materials.