On and Off Campus Resources

The following resources are provided to assist new members of the campus community, and to encourage the recruitment and retention of student, faculty and staff from historically underrepresented or marginalized identity groups. 

DEI Reporting Forms

Race on Campus: Bipoc, Minority, or People of Color

A brief guide to these three racial terms and advice on how to use them.

Information about Campus Speech

A brief guide defining campus speech terms and the policies that govern speech on campus.

On-Campus Resources

Off-Campus Resources

Diversity and Inclusion Syllabus Statements

Binghamton University diversity statement and syllabus statement recommendations:

DEI Diversity Statement

Unity, identity and excellence are our core values. Excellence is inextricably intertwined with diversity, equity and inclusion. We celebrate all aspects of human diversity. We unite and overcome boundaries, creating a campus that values social justice, eliminates barriers to access, and allows individuals to authentically express themselves in all their dimensions. We believe that a thriving campus is one where everyone feels supported, encouraged, and can do their best, and where all voices can be heard, acknowledged and celebrated.

Watson College Office of Continuing Professional Education Diversity Statement

The Thomas J. Watson College of Engineering and Applied Science’s Office of Continuing Professional Education provides non-credit continuing professional development courses on a variety of technical topics. The learning and growth of our course participants is our top priority and providing an inclusive learning environment is foundational to our mission and purpose. Our office is committed to upholding the Binghamton University policies, practices and procedures for ensuring a diverse, equitable and inclusive learning experience for our course participants. Differences amongst backgrounds, points of view, and perspectives are valued and result in superior learning outcomes. Our programs support diversity, including, but not limited to: race, gender, ethnicity, sexual orientation, age, socioeconomic status, religion, and disability. Our instructors and course curriculum draw on principles of inclusive teaching to help students feel a sense of belonging, ensure they can access course materials, and support them in achieving learning goals. Behaviors inconsistent with our diversity and inclusion principles must be brought to the attention of our office. Any students, staff or instructors who do not comply with our diversity and inclusion practices may be removed from the course and prevented from joining future courses. The Watson Office of Continuing Professional Education takes the follow steps to ensure inclusion and diversity in all of our courses:

  • We ensure the accessibility of all our course materials and content
  • We hire diverse instructors who encourage diversity and inclusion in their courses by using inclusive teaching practices, that include: inclusive language, course content that reflects the contributions of diverse people and perspectives, and by explaining the importance of diverse viewpoints for achieving superior learning outcomes.
  • We encourage inclusive activities to engage students in our courses, and provide objective assessment to avoid bias in grading
  • We provide pathways for students to address issues that are inconsistent with our diversity and inclusion policy
  • We provide our students access to additional resources on diversity, equity and inclusion

For additional information on Binghamton University’s Diversity, Equity and Inclusion policy, practices and procedures. 

Samples and resources from other campuses

The following statements can serve as examples of inclusive language for syllabus creation.  

  • Brown University

    In an ideal world, science would be objective. However, much of science is subjective and is historically built on a small subset of privileged voices. I acknowledge that the readings for this course, including the course reader and BCP were authored by white men. Furthermore, the course often focuses on historically important neuroscience experiments which were mostly conducted by white men. Recent edits to the course reader were undertaken by both myself and some students who do not identify as white men. However, I acknowledge that it is possible that there may be both overt and covert biases in the material due to the lens with which it was written, even though the material is primarily of a scientific nature. Integrating a diverse set of experiences is important for a more comprehensive understanding of science. Please contact me (in person or electronically) or submit anonymous feedback if you have any suggestions to improve the quality of the course materials.

    Furthermore, I would like to create a learning environment for my students that supports a diversity of thoughts, perspectives and experiences, and honors your identities (including race, gender, class, sexuality, religion, ability, etc.) To help accomplish this:

    • If you have a name and/or set of pronouns that differ from those that appear in your official Brown records, please let me know!
    • If you feel like your performance in the class is being impacted by your experiences outside of class, please don't hesitate to come and talk with me. I want to be a resource for you. Remember that you can also submit anonymous feedback (which will lead to me making a general announcement to the class, if necessary to address your concerns). If you prefer to speak with someone outside of the course, Dean Bhattacharyya, Associate Dean of the College for Diversity Programs, is an excellent resource.
    • I (like many people) am still in the process of learning about diverse perspectives and identities. If something was said in class (by anyone) that made you feel uncomfortable, please talk to me about it. (Again, anonymous feedback is always an option).

    -Monica Linden, Neuroscience, Brown University

    Learn more: www.brown.edu/sheridan/teaching-learning-resources/inclusiveteaching/statements

  • Centenary College of Louisiana

    We value human diversity in all its richly complex and multi-faceted forms, whether expressed through race and ethnicity, culture, political and social views, religious and spiritual beliefs, language and geographic characteristics, gender, gender identities and sexual orientations, learning and physical abilities, age, and social or economic classes. We respect the value of every member of the class, and everyone in the class is encouraged to share his or her unique perspective as an individual, not as a representative of any category. Multicultural and intercultural awareness and competencies are key leadership skills, and we intend to present material and classroom activities that respect and celebrate diversity of thought, background, and experience. College is supposed to challenge assumptions and to provide new and sometimes uncomfortable ways of looking at issues, but if you feel uncomfortable regarding content or perspectives that are presented or discussed by professors, guest speakers, or other students we encourage you to contact one of your instructors immediately so that we can discuss those feelings. We would like to use your preferred language when addressing you, so please let us know if your preferred name (or the pronunciation of that name) differ from what we are using and we ask that each of you let us know your preferred gender pronouns. Your suggestions on how to incorporate diversity in this course in a meaningful way are appreciated and encouraged.

  • Carnegie Mellon University

    “‘A university is a place where the universality of the human experience manifests itself.’ -Albert Einstein

    In keeping with the spirit of Einstein’s viewpoint, the Department of Communication Studies is committed to providing an atmosphere of learning that is representative of a variety of perspectives. In this class, you will have the opportunity to express and experience cultural diversity as we focus on issues such as: gender and communication in small groups, communication in the multicultural group, and cross-cultural and intercultural work group communication. In addition, writing assignments and daily activities have been designed to encourage individuality and creative expression. You are encouraged to not only take advantage of these opportunities in your own work, but also, learn from the information and ideas shared by other students.”

  • Montana State University 

    Diversity statement: Respect: Students in this class are encouraged to speak up and participate during class meetings. Because the class will represent a diversity of individual beliefs, backgrounds, and experiences, every member of this class must show respect for every other member of this class. 

    Inclusivity Statement: I support an inclusive learning environment where diversity and individual differences are understood, respected, appreciated, and recognized as a source of strength. We expect that students, faculty, administrators and staff at MSU will respect differences and demonstrate diligence in understanding how other peoples' perspectives, behaviors, and worldviews may be different from their own. 

  • University of Michigan

    Religious/Cultural Observance: Persons who have religious or cultural observances that coincide with this class should let the instructor know in writing (by e-mail for example) by [date]. I strongly encourage you to honor your cultural and religious holidays! However, if I do not hear from you by [date], I will assume that you plan to attend all class meetings.

    Point of View: The readings, class lecture, and my comments in class will suggest a particular point of view. This perspective is my own and does not have to be yours! I encourage you to disagree with the ideas in the readings and lectures as well as the perspectives of your colleagues in the course. Please express yourself!! A significant part of a college education is learning about the complexity of various issues; therefore, it is important that we listen and respect one another but we do not have to agree. A richer discussion will occur when a variety of perspectives are presented in class for discussion.

  • University of Maryland, Baltimore County

    Diversity Statement on Civil Dialogue: I hope the course challenges us to engage with issues that touch our and others’ lives personally and politically and to develop ways of thinking and acting to address them in nuanced, conscious, and accountable ways. Questions, personal insights, experiences, and emotions about the materials and topics are always welcome in class. I do not expect that we share the same views on the topics we cover (in fact I hope we do not). We all need to speak up, especially when we do not agree with each other’s views, but do so in a respective manner. The range of views you hold and the experiences you bring into the classroom will make our learning experiences much more interesting and enriching. In order to ensure an environment for robust intellectual debate, please do not video or audio record in class. (Example from Autumn Reed’s FYS 107Y-01, U.S. Orientalism)

    Diversity Statement on Respect: Students in this class are encouraged to speak up and participate during class meetings. Because the class will represent a diversity of individual beliefs, backgrounds, and experiences, every member of this class must show respect for every other member of this class. (From California State University, Chico’s Office of Diversity and Inclusion).

  • The University of Kansas

    “This is an Inclusive Classroom”

    At KU, administrators, faculty, and staff are committed to the creation and maintenance of “inclusive learning” spaces. These are classrooms, labs, and other places of learning where you will be treated with respect and dignity and where all individuals are provided equitable opportunity to participate, contribute, and succeed.

    In [our classroom/insert course here], all students are welcome regardless of race/ethnicity, gender identities, gender expressions, sexual orientation, socio-economic status, age, disabilities, religion, regional background, Veteran status, citizenship status, nationality and other diverse identities that we each bring to class.

    Your success at KU and beyond is enhanced by the innovation and creativity of thought that inclusive classrooms facilitate. The success of an inclusive classroom relies on the participation, support, and understanding of you and your peers. We encourage you to speak up and share your views, but also understand that you are doing so in a learning environment in which we all are expected to engage respectfully and with regard to the dignity of all others.

    Any student who has difficulty affording groceries or who lacks a safe and stable place to live and believes this may affect their performance in the course is urged to contact me or Student Affairs for support (studentaffairs@ku.edu). Other resources you may find helpful:

    If you have any questions or concerns do not hesitate to raise them in class or with me directly.

  • Stonehill College

    Stonehill College embraces the diversity of students, faculty, and staff, honors the inherent dignity of each individual, and welcomes their unique cultural and religious experiences, beliefs, and perspectives. We all benefit from a diverse living and learning environment, and the sharing of differences in ideas, experiences, and beliefs help us shape our own perspectives. Course content and campus discussions will heighten your awareness to these differences.

    There are many resources for anyone seeking support or with questions about diversity and inclusion at Stonehill. Resources are infused throughout the Mission Division, Academic Affairs, and Student Affairs. If you’d like more information on how to get connected to resources, the Office of Intercultural Affairs is a good first stop: Location: Duffy 149, Phone: 508-565- 1409, Email: diversity@stonehill.edu.

    If you are a witness to or experience an act of bias at Stonehill, you may submit a bias incident report online or on the Stonehill App. If you would like to learn more on bias incident prevention and response, or submit a report please visit: http://www.stonehill.edu/officesservices/intercultural-affairs/bias-response-protocol/

    A personal note from your professor… If you ever have a concern about my behavior or that of another student in the class, please, please feel free to approach me in person, by email, or with an anonymous note under my door… whatever it takes so that I can continue to work on creating an inclusive classroom environment. Thank you.

Tips to help you craft a department or classroom diversity statement

When crafting your syllabus statement you might consider the following:

  • How do you, concretely, recognize and value diversity in your classroom? For instance:
    • Do you have systems in place to ensure everyone's voice will be heard?
    • Do you use a variety of examples to illustrate concepts?
    • Do you have guidelines for respectful discussions?

  • What are your discipline's conventions and assumptions? How might students with varying backgrounds respond to them?

  • What role does your respect for and engagement with diversity in the classroom play in your personal teaching philosophy?

  • What positive learning outcomes can come from respecting difference in the classroom? How can you highlight these?

  • What will help students to learn? Consider any inclusive and supportive course and/or campus policies. For example:
    • accessibility and accommodations statement, with links to appropriate resources
    • chosen name and pronouns policy statement, with links to appropriate resources
    • inviting office hours statement
    • expansive academic honesty statement, with links to appropriate resources