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.
Race on Campus: Bipoc, Minority, or People of Color
A brief guide to these three racial terms and advice on how to use them.
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.
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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
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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.
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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.”
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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.
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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.
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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).
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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.
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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?
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What are your discipline's conventions and assumptions? How might students with varying
backgrounds respond to them?
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What role does your respect for and engagement with diversity in the classroom play
in your personal teaching philosophy?
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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
