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When considering anti-oppressive classrooms (learning environments where all forms of oppression are actively and intentionally challenged) it is important to consider instructor identity (specifically that how you employ your identity can empower and/or oppress students). We use the word anti-oppression because it specifically targets unjust treatment in learning environments. We may often think of an example of oppression in the classroom as a blatant act, such as a student using overtly racist language. However, when you think of oppression in the classroom we want you to include subtle forms of oppression in your definition – such as students interrupting one another. We introduced a 4-step process of self-reflection on your identity, which we put forth as necessary to create and maintain anti-oppressive learning environments. In this card, we want to continue the journey on inclusive, anti-oppressive learning environments, but with a focus on student identities.
 
Four Questions to Begin the Journey

Are you aware of all student identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?

Answering this question is the first step toward a non-oppressive classroom in that you become aware of the student identity statuses so that you can begin to understand their meaning and how they intersect.
 
Suggestions:
Administer a survey before the start of the term (where you could, for instance, allow students the opportunity to share about their cultural background, make you aware of preferred nicknames or pronouns, etc.). Have students record how they pronounce their names for a pre-semester D2L assignment
 

Have you acknowledged/do you understand what student identities mean to students?

Answering this question allows you to understand who students are, so that you can begin to address the privileges (or lack thereof) associated with student identity statuses.
 
Suggestions:
Establish discussion guidelines with communication norms and expectations. Facilitate discussions and assignments    that allow students to relate course material to their experiences.
 

Have you accepted the privileges (or lack thereof) that comes with student identities?

Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting student identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that students can embody their identities in a true and authentic way.
 
Suggestions:
Recognize unfair treatment when it surfaces. Have open and honest dialogue with the students regarding privilege and oppression
 

Do you actively engage student identities within your teaching?

How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted all student identity statuses, you must critically consider what actions you can take to address privilege (or lack thereof) in the classroom.
 
Suggestions:
Provide a variety of course material, references, and examples that reflects all of the student identities. Use Identity-specific or targeted activities, like the “Class Race.”

At this point, most educators have likely heard about “inclusive classrooms.” We want you to consider an alternative perspective about how you can make classrooms places where all students feel seen and heard. This perspective – that of “anti-oppression” – rather than inclusivity or diversity – will help you understand the role instructors play in creating classroom environments in which some students are oppressed and others are privileged. We recommend this lens because it focuses on the systems in which oppression operates rather than on differences themselves. Individuals differences can too often be used by educators (consciously or unconsciously) to privilege or oppress those they are teaching. Anti-oppression in the classroom begins with you. 
 
What is an Anti-Oppressive Classroom?
Anti-oppressive classrooms are those in which all forms of oppression are actively and intentionally challenged. Anti-oppressive classrooms attempt to directly address issues of power toward the fullest recognition of all individuals. As instructors, we have considerable power/influence over the classroom environment. How we assume that role and use that power will determine the boundaries and expectations for a non-oppressive classroom. As the instructor, you set the parameters. Your students will either be empowered or oppressed as a result of how you employ your identity in the classroom. This is why it’s important to begin the process towards an anti-oppressive classroom by reflecting on elements of your own identity.
 
Authentic self-reflection may not be easy, but is required if you commit to a non-oppressive classroom. This is a process…it involves steps. We can only start from who and where we are. To help you start your journey, we provide four questions to engage you in intentional thought towards becoming mindful of your identity.
 
Four Questions to Begin the Journey
 

Are you aware of your identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?

Answering this question is the first step toward a non-oppressive classroom in that you become aware of your identity statuses so that you can understand their meaning and how they intersect. (For instance, you’re not only Latino or White …you’re a [Latino or White], heterosexual, cisgender (insert other identity statuses here) male.)
 

Have you acknowledged/do you understand what those identities mean to you? For instance, do you know what it means to be white racially if you identify as racially white? Answering this question allows you to understand who you are, so that you can begin to address the privileges (or lack thereof) associated with your identity statuses.

 

Have you accepted the privileges (or lack thereof) that comes with your identity? Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting your identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that you can embody your identity in a true and authentic way.

 

Do you actively engage your identity within your teaching? How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted your identity statuses, you must critically consider what actions you can take to address your privilege (or lack thereof) in the classroom.

MSU Resources on Civility and Community Enhancement in Academic Environments
Michigan State University is a large and diverse institution hosting a variety of climates and cultures. Understanding and navigating these cultures can sometimes be challenging, so this list of resources is provided to increase awareness of the opportunities for learning and growth that are available to enhance our community and those that engage with it. It is the responsibility of everyone at MSU to contribute to an academic environment that welcomes every individual and respects their unique talents as we all work toward preparing future generations of Spartans. 
Resources available at MSU

Conflict Resolution: 

The Faculty Grievance Office responds to inquiries from MSU faculty, academic staff and administrators concerning alleged violations of MSU policies and practices.






The Office of the University Ombudsperson assists students, staff members, instructors, and administrators sort through university rules and regulations that might apply to specific student issues and concerns and help to resolve disputes.






MSU Human Resources offers Organizational Development Consulting Services on a variety of topics including climate/culture/interpersonal relationships. 


The Office for Inclusion and Intercultural Initiatives offers programs and resources to bridge understanding across difference:

Inclusive Communications Guide (coming soon). 






One-page Tip Sheets (printable/shareable .pdfs) These were designed to aid in building inclusive classrooms, but many of the concepts are more broadly applicable to other academic spaces and environments. 

Setting up an Inclusive Classroom (PDF)
Some Dialogue Basics (PDF)
Intercultural Dialogue Facilitation (PDF)
Strategies for Managing Hot Moments in the Classroom (PDF)
Interrupting Bias: A Technique (PDF)
Microaggressions: A Primer (PDF)








Learn at Lunch this informal series welcomes anyone to bring their lunch and join the conversation. A variety of topics related to inclusion, social justice and equity will be highlighted - the schedule for the year is posted on the website in August.


Implicit Bias Certificate Program (available through MSU HR in EBS): this series of three sessions include topics on Creating an Inclusive Environment, Implicit Bias and Microaggressions, and Preparing for the Next Encounter. Sessions can be attended consecutively or combined to complete a certificate. 


List of diversity and inclusion workshops offered (examples include Building an Inclusive Workplace, Disrupting Bias in the Academy, Racial Literacy, Building an Inclusive Classroom, Inclusive Leadership, Diversifying and Retaining Faculty and Staff) 


MSU Dialogues a cohort-based experience exploring deep conversations about race, gender and other important aspects of identity. Undergraduate, graduate, faculty and staff groups are formed through application and the series of 6-8 meetings is offered each semester. 


MSU Human Resources also has information and workshops available to further productive conversations about workplace culture and environments: 

List of behavioral competencies
Free online learning opportunities through elevateU including topics such as: 

Building a High-Performing Work Culture (example topics: personal skills, optimizing team performance, leadership skills)
E-books available in the Library (titles on health and wellness, etc.) 


In-person workshops in collaboration with units across campus. Access to these programs is through EBS - Some of these include: 

Building Capacity-Resilience as a Leader
Creating & Sustaining Positive Workplace
Creating an Inclusive Environment
Crucial Accountability    
Crucial Conversations
Emotional Intelligence in Leadership
Engaging Teams for Maximum Performance
Ethics: How Do We Deal With "Gray Areas"
Honing Your Emotional Intelligence
Inclusive Communication Series
Managing Difficult Customers
Prohibited Harassment: for employees, for supervisors, student employees
Thriving through Change




Prevention, Outreach and Education Department offers a variety of trainings on  violence prevention and bystander intervention, healthy ways of practicing consent and establishing boundaries, creating a culture of respect in the workplace, navigating boundaries in professional settings and more.
Employee Assistance Program (EAP): no cost, confidential counseling service offered to MSU faculty, staff, retirees, graduate student employees, and their families. 
Health4U Program: some examples of resources provided include: emotional wellness coaching, courses, events and resources to support more healthy habits and practice 
The Academic Advancement Network offers thriving sessions for Academic Specialists, Fixed-term Faculty, and Tenure-System Faculty are focused on supporting career progression. This is a wonderful opportunity to connect with people who can help individuals and units navigate the various appointment types at MSU.
LBGTQ Resource Center offers QuILL training: Queer Inclusive Learning and Leadership Training for understanding the experiences of people who may be marginalized by their gender identity.
Office of Cultural & Academic Transitions  offers intercultural leadership training for departments and organizations

Other useful external resources

Climate/Culture/Inclusive Environments

Link to SHRM article: 6 Steps for Building an Inclusive Workplace
Definition of Workplace Bullying and other resources from WBI 
More information about workplace bullying, what to do, difference between hostile work environment
Forbes article on commonality and bullying in the workplace
Book: Lester, J. (Ed.). (2013). Workplace bullying in higher education. Routledge.
Belsky, G. (2013). When good things happen to bad people: Disturbing news about workplace bullies. Time. 
Wilson, S. M., & Ferch, S. R. (2005). Enhancing resilience in the workplace through the practice of caring relationships. Organization Development Journal, 23(4), 45.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of management, 33(5), 774-800.
Work Culture and Environment - Key Principles
Arianna Huffington: 10 Ways to Actually, Finally Improve Company Culture




Inspiration & Personal Growth

Brené Brown video on shame, guilt and empathy and empathy vs sympathy
Alain de Botton, TED talk on A kinder, gentler philosophy on success






8 Secrets to Success TED talk with Richard St. John
Free edX course on Happiness at Work
Free edX course on Mindfulness and Resilience to Stress at Work




There are also numerous resources available at the MSU Library: 

Taking the Liberty of Incivility: Workplace Bullying in Higher Education by Lee Gloor, Jamie, Human Resource Development Quarterly, 02/2014, Volume 25, Issue 1, pp. 121–126, Article PDF: Download Now Journal Article: Full Text Online (book review)
Workplace bullying policies, higher education and the First Amendment: Building bridges not walls by Coel, Crystal Rae and Smith, Frances L. M First Amendment Studies, 07/2018, Volume 52, Issue 1-2, pp. 96–111, Article PDF: Download Now, Journal Article: Full Text Online
Workplace Bullying as Workplace Corruption by Vickers, Margaret H Administration & Society, 10/2014, Volume 46, Issue 8, pp. 960–985, Article PDF: Download Now, Journal Article: Full Text Online
Bully University? The Cost of Workplace Bullying and Employee Disengagement in American Higher Education by Hollis, Leah P SAGE Open, 06/2015, Volume 5, Issue 2, p. 215824401558999, Article PDF: Download Now, Journal Article: Full Text Online
The Gendered Nature of Workplace Bullying in the Context of Higher Education by Ambreen Anjum and Amina Muazzam, Pakistan Journal of Psychological Research, 07/2018, Volume 33, Issue 2, pp. 493–505, Journal Article: Full Text Online

So you've started to think about diversity, equity, and inclusion. You read DEI & Student Belonging and have reflected on your educator identity. But now you're wondering - how... how do I work to make sure my course is an equitable and inclusive space?

Start with your syllabus

Use the Interfaith Calendar when planning important dates for the course
Syllabus resources: The What and Why of a Syllabus, CELT Checklist Iowa State




Consider your course resources

Be mindful of choosing course materials (language, examples, photos) and whose voices you're highlighting
Older materials can be an opportunity to address DEI awareness over time


Think about your students

Pronunciation, pronouns & consistency
Consider everyone as individuals who are unique & don’t make assumptions about student identities (race, religion, orientation, gender)
Address growth mindset & possible anxiety


Be intentional in how you facilitate discussion

Establish ground rules, guidelines, norms
Use a random system for asking questions
Monitor so that no one dominates
Allow students to finish before responding
Avoid generalizations


Think critically about your communication

Language matters: avoid idioms, “common” figures of speech (CSU Inclusive Language Guide), abbreviations and acronyms should be explained
Use multiple forms of communication (seeing/hearing, and also explain key ideas in different ways)
Gather feedback from students 
Don’t assume quiet students don’t understand – there are numerous reasons why a student may not speak up


[Re]consider your classroom presentation/lecture/facilitation approach

Use gender neutral language and include varied examples
Promote a respectful classroom climate
Encourage participation (eye contact, wait time, talk with students outside of class)
Vary teaching methods to learning styles
Be very cautious of humor in class


Be intentional about setting up teams & group projects

Heterogeneous, but avoid tokenism
Check-in often
Use peer evaluations


Articulate assessment and evaluation expectations

Make sure your expectations are clear
Align your learning goals, content and evaluations



Photo by javier trueba on Unsplash

This post delves into inclusive classroom activities as part of the Inclusive Pedagogy playlist.
What are some strategies for inclusive classroom activities? 
Classroom activities and interactions are where learners spend the most time with the educator. It is the space to build in trust, transparency, collaboration, and inclusivity. Some specific strategies include:

Build rapport with learners, as it is one of the most effective ways to make learners feel like they belong. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester.
Learn learners' names and pronouns (if they share) and how to pronounce their names correctly. Do not call roll on the first day, as learners’ names on the roster may not match the name they use. Encourage learners to also learn and use each other’s names and pronouns correctly.
Make connections of class sessions to the larger learning goals of the course, to the larger field, and to the world. 
Collaborate with learners to develop ground rules and norms
Anticipate subject matters that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively
Deliver content through accessible principles and Universal Design for Learning. You may also want to consider incorporating breaks if your class session is long. 
Incorporate into classroom activities a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)
Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (University of Michigan).
Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with resources if they want further support
Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have. 
Refrain from making assumptions about learners, requiring learners have to speak on behalf of their identities, letting harmful comments by learners go unaddressed
If a challenging moment arises, use the P.A.L.S. method to address it in the moment and follow up with those harmed, as needed

How can I reflect on my classroom activities for inclusion? 
Some reflection questions to consider: 

How might the ways I set up classroom spaces and activities foster inclusion or disinclusion?
How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom?
How can I build rapport with my learners, and what impact do I think this has had on their sense of belonging?
How can I connect individual class sessions to the broader learning goals and real-world applications?
How can I involve learners in co-creating and upholding classroom ground rules, norms, and activities?
How can I prepare for and address potentially sensitive topics in my teaching?
How can I incorporate diverse perspectives into my syllabus and classroom activities in a way that is meaningful and not tokenizing?
What methods can I use to ensure all learner voices are heard and supported in classroom discussions?

Where can I learn more about inclusive classroom activities?
The resources below informed this article’s content. They are also great resources for learning more: 

Columbia’s Guide for Inclusive Teaching at Columbia
Harvard’s Teaching in Racially Diverse College Classrooms
Ohio University’s Building Rapport
University of Chicago’s Inclusive Pedagogy Strategies
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice

Return to the Inclusive Pedagogy playlist.

This post delves into inclusive syllabi as part of the Inclusive Pedagogy playlist.
Syllabi communicate required policies and information as designated by MSU and your department. They also communicate your values as an educator. They are one of the first documents learners refer to in the course thus meaning that centering equity, inclusion, and belonging in this course document is instrumental in setting and communicating values and norms to learners. 
In the following sections, I will overview strategies for inclusive syllabi (including a template you may use), reflections for your syllabus, and resources to learn more that also inspired some of this content. 
What are some strategies for inclusive syllabi? 
An example template for an inclusive syllabus can be copied, revised, and modified for your course. It includes annotations and example policies. 
Welcoming and Representative
A welcoming syllabus means it communicates care, support, and accessibility. A representative syllabus means that it recognizes the diversity of learners in a room and welcomes them as well as represents a range of diverse backgrounds and experiences. Some strategies to implement this include: 

Refrain from demands and punishment-based language (e.g., “must comply,” “failure will…”). You may also want to use language that invites and supports rather than list rules/regulations. 
Revise to have a warm and encouraging tone throughout. For example, you can include welcome statements or introduction to you as a person (not just an academic educator). You can also use “we” rather than “you” language to lessen hierarchies of knowledge. 
Consider how course policies may cause barriers and build in flexibility, empathy, and understanding. For example, rigid attendance policies disproportionally affect disabled learners, parents and caretakers, and those working multiple jobs. Another example is that requiring only verbal participation may exclude those that don’t feel comfortable speaking in front of others or those that have different processing speeds.
Revise the syllabus to appeal to various learners and perspectives by incorporating Universal Design for Learning and accounting for differences in prior knowledge. You can also include plain language, diverse representations, and openness to feedback.
Create accessible documents and only use accessible materials within the course. You may learn more about accessible composing on iTeach and MSU’s D2L accessibility supports.
Consider what sections of your syllabus you may be able to co-create with learners
Communicate how inclusivity and equity will be centered in discussions, policies, etc.
Content in the syllabus (e.g., graphics, readings, assignments) should include a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)

Learner-Centered and Asset-Based
Creating an inclusive syllabus with a focus on learner-centered and asset-based strategies involves recognizing and valuing the diverse strengths and experiences learners bring to the classroom.

Frame content with confidence in the learners’ capabilities rather than framing the course as an almost impossible challenge.
Promote a growth mindset by emphasizing effort, learning from mistakes, and continuous improvement..
Use language that highlights learners' strengths, potential, and contributions rather than focusing on deficits or shortcomings.
Foster policies and assignments that value collaboration over competition.
Offer a range of assessment types to cater to different strengths, such as projects, presentations, written assignments, and creative work.
Allow for choice and flexibility in assignments to let learners approach tasks in ways that leverage their strengths.

Transparent
A transparent syllabus makes explicit connections that may be less clear for learners as well as clearly communicates expectations for learners. Some strategies include: 

Make language of the syllabus have limited academic jargon and instead use plain language
Make visible the implicit connections between course pieces. For example, answering for learners what connections there are between content, how that content is organized and related, and why it’s structured the way it is. 
Explain basic success information for the course, especially for learners who may not understand the hidden curriculum of college. For instance, this may include explaining what office hours are, how learners can get support from you, peers, and tutoring. It may also include providing resources to learners for financial aid, wellness, etc.
Articulate policies with your values and also the outcomes of what not aligning to that policy is. You can frame with a welcoming, but also transparent tone. An example includes, “I understand we all have complex lives outside of the course. While it is important for your learning to keep up with the deadlines as much as you can, let me know as soon as you’re able if an assignment’s deadline isn’t feasible, and we will come to a solution together. There is no grade penalty if you submit an assignment late; however, I will not give detailed feedback on late work.”

How can I reflect on my syllabus for inclusion? 
Some reflection questions for you as you write and/or revise your syllabus include: 

Does my syllabus use welcoming, supportive language without being punitive?
How does it communicate confidence in learners' abilities and promote a growth mindset?
How does my syllabus acknowledge and welcome diverse backgrounds and experiences?
Have I included diverse content (readings, graphics) representing various perspectives?
Do my policies consider potential barriers for different learner groups (e.g., attendance, participation)?
How have I incorporated flexibility, empathy, and understanding?
Have I offered a range of assessment types to cater to different strengths?
How do my assignments and policies value collaboration over competition?
Is the language free from academic jargon and easy to understand?
Have I clearly explained course content connections and basic success information (e.g., office hours, support)?
How have I made learners aware of available resources (e.g., financial aid, wellness)?
Do my policies reflect my values and clearly state consequences in a welcoming tone?
Have I provided clear examples of flexibility and support?

Where can I learn more about inclusive syllabi?
The resources below informed this article’s content. They are also great resources for learning more: 

Brantmeier et al.’s Inclusion by Design: Survey Your Syllabus and Course Design
Center for Urban Education’s Equity-Minded Series on Syllabus Review
Columbia’s Designing an Inclusive Syllabus 
Indiana University Bloomington’s Inclusive and Equitable Syllabus
Ohio University’s Inclusive Pedagogy Academy
University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice

Continue to read more about inclusive pedagogy in the next article on inclusive assignments and assessments or return to the Inclusive Pedagogy playlist.

There are a variety of considerations when it comes to course content. Now, if you’re close to the start of the semester, it is likely that you have already chosen (and submitted to the Registrar Office) your textbook and/or required materials for student purchase. Please consider the following when selecting your supplemental course content (additional materials, case studies, scenarios, etc.)... and for your primary texts next term. 
Diversifying voice - who is represented?
“Does your syllabus demonstrate to students that everyone has a place in your field of study? … Pedagogically, we might find it challenging to create a sense of belonging in a course when some students cannot imagine themselves as part of the community of scholarship and practice” (Marcella Addy et al., 2021, p. 52). Wow, that statement is really powerful, especially considering some recent scholarship. Schucan Bird and Pitman (2020) found, after an analysis of reading lists, that the reading lists did not represent the diverse local student body but came closer to representing the demographic profile of academic staff (dominated by white, male, and Eurocentric authors). Despite challenges across disciplines and settings, educators should make every effort to center students in their course design and make course materials a descriptive representation of the student body itself (Schucan Bird & Pitman, 2020). This shift can include showcasing the contributions of marginalized groups (Blackburn, 2017) with greater representation of perspectives, histories and approaches of scholars (Le Grange, 2016), along with adopting efforts to decolonialize teaching and learning (Phillips & Archer-Lean 2018). 
Looking for ways to get started? Colleagues at Tufts University Libraries (according to this Inside Higher Ed article) have noted that diversifying your course materials to include content about and by marginalized scholars (groups whose characteristics result in the systematic denial of equal rights and opportunities within a community or society including but not limited to race, socioeconomic status, gender identity, sexual orientation)  helps to “foster an environment that includes knowledge that has been systematically excluded from academia.” You might…

Considering diverse authorship of readings (ethnicity, gender, geographic location)
Inviting guest speakers who bring different perspectives
Using diverse audio and visual materials, such as films, interviews and TED talks
Incorporating readings that challenge standard approaches
Using primary research with authorship that reflects local collaborators
Offering multiple perspectives in assigned readings and letting students choose what to read or discuss at times.

Faculty members “can identify resources that highlight historically underrepresented researchers and activists in our fields,” she suggests. “We can include statements and topics in syllabi to decode our courses, structures and expectations. We can work to decolonize the power dynamics of our classrooms so what students already know and experience is also seen as a valuable contribution to the learning environment,” said Bridget Trogden (presently serving as Dean of Undergraduate Education at American University). Improving diversity and inclusion of voices in educational materials isn’t necessarily difficult, educators just need to be intentional. Fuentes et al. (2021) go beyond centering authors of mariginalized backgrounds, and recommend educators transparently acknowledge their intentional material selections. The example they provide in their article Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion is, "The following text/articles for the course have been chosen in efforts to highlight the important work of historically underrepresented and marginalized scholars in the field" (Fuentes et al., 2021, p.75).
“The proof is in the data: children are more likely to have a more productive learning experience and thrive in the classroom, throughout the school and in their communities when they see themselves represented in curriculum and library materials,” said Lessa Kanani'opua Pelayo-Lozada, President of the American Library Association. If data supports diversifying reading may boost a student’s development and well-being, WHILE ALSO increasing a sense of belonging and breaking down barriers to collegiate success… what reasons do we have not to reimagine our course materials?
Accessibility of digital content
The experts at MSU IT who manage the Digital Accessibility page recommend that educators ask the following questions before adopting digital content (adapted with permission from UC-Boulder’s Digital Accessibility Program):

Ask for Publisher Information: Contact the publisher to ask them for details about the accessibility of your particular textbook and/or digital content. This should include all known accessibility issues, any workarounds that the student can use, a named point of contact, and any guidance on how to ensure any content you create within the platform is accessible.
Review your Assessments: If you use digital online quizzes, ask the publisher for a list of quiz question types that are accessible. Review your own quiz content to ensure that none of your questions rely on drag-and-drop actions, images without alt text, or other inaccessible mechanisms.
Consult with Digital Accessibility Specialists: Contact your local Accessibility Policy Liaison for support and reach out to the MSU IT Digital Experience (DigitalX) team for help evaluating your digital content at webaccess@msu.edu or call the IT Help Desk at 517-432-6200.
Notify your Students: If the digital content (including texts, assignments, tests, or online homework systems) used in your course are not fully accessible, please notify your students in your syllabus with the following statement: “This course requires the use of [name of software or service], which is currently not accessible. Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Accommodations for persons with disabilities, with documentation from the MSU Resource Center for Persons with Disabilities, may be requested by contacting [insert Professor name or "me"] at the start of the term and/or two weeks prior to the accommodation date (test, project, etc). Requests received after this date will be honored whenever possible. For questions, contact the Resource Center for Persons with Disabilities at 517.884.7273”

For more information on Digital Accessibility check out the “Course Accessibility: Commitments, Support, and Resources” article, visit the Accessibility Evaluation Questions for Digital Content page, or contact your college/department’s Web Accessibility Policy Liaison. 
Cost as a barrier to access
Buying school materials can cost a lot, creating a barrier for students and impacting their collegiate success. Taking measures to curtail expenses on mandatory learning resources is not only a stride towards rendering college more cost-effective and attainable but also promotes equity. Embedding no-cost course materials into a syllabus provides the avenue to diminish financial burdens on students, foster more inclusive access to education, and enables the repurposing, blending, and creation of course content specifically tailored to each class. According to MSU Libraries Open Educational Resources (OER) Program, OER are “teaching, learning, and research resources that are copyright-free (public domain) or have been released under an open license that permits others to reuse, revise, remix, retain, and redistribute them. Examples of OER include open textbooks, videos, images, course modules, lectures, homework assignments, quizzes, lab and classroom activities, games, simulations, and other resources contained in digital media collections from around the world.” 
Diversifying Course Materials: A How-To Guide on Inside Higher Ed (previously linked) shared four additional considerations for instructors when considering their course materials.

Accessibility, affordability and adaptation
Relatability and reflection
Clarity and intentionality
Alternative perspectives

Read more about each of these four considerations at the link above and check out the resources below for more in depth from authors cited throughout this article. 
Resources

Marcella Addy, Dube, Mitchell & SoRelle (2021) What Inclusive Instructors Do. Stylus Publishing. https://doi.org/10.4324/9781003448655
Schucan Bird, K. & Pitman, L. (2020) How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. Higher Education, 79, 903–920. https://doi.org/10.1007/s10734-019-00446-9. 
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education. https://doi.org/10.20853/30-2-709.
Blackburn, H. (2017). The status of women in STEM in higher education: a review of the literature 2007–2017. Science & Technology Libraries. https://doi.org/10.1080/0194262X.2017.1371658.
Phillips, S. R., & Archer-Lean, C. (2018). Decolonising the reading of Aboriginal and Torres Strait Islander writing: reflection as transformative practice. Higher Education Research & Development, 38(1), 24–37. https://doi.org/10.1080/07294360.2018.1539956.
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69-79. https://doi.org/10.1177/0098628320959979


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The following is a list of educator professional development tools, resources, and supports at MSU. This collection is just that, a sampling of offerings aimed at providing anyone who supports student success by contributing to the teaching and learning mission with a place to start when they're looking for ongoing opportunities for growth outside of the #iteachmsu Commons. 
 

SOIREE: The SOIREE (Spartan Online Instructional Readiness Educational Experience) workshop was created to help you better prepare to teach online. You will learn online pedagogical principles and develop proficiency with a variety of technologies. You can check out SOIREE for more information. (Fall programming TBD)
ASPIRE: The ASPIRE (Asynchronous Program for Instructional Readiness) workshop was created to help you better prepare to teach online. ASPIRE is entirely self-paced and will guide you through the processes and issues you'll need to address in order to develop an online version of your course. You can check out ASPIRE for more information, including enrolling in ASPIRE.
The College of Education’s Mini-MOOC on Remote Teaching: The Master of Arts in Educational Technology Program (MAET) at Michigan State University is honored to support the amazing work that educators are doing around the world as they transition to a range of remote teaching contexts. You can check out CED Mini-MOOC for more information, including enrolling in the Mini-MOOC.
#iteachmsu: You teach MSU. A wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. #iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find short posts, blog-like articles, curated playlists, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond.
Teaching and Learning Bootcamp: The Teaching and Learning Boot Camp is offered to bring together educators new to MSU from across campus to explore and exchange ideas about quality and inclusive teaching, as well as find community among the large group of people who are engaged in the important work of creating the best learning environments possible for our students. The focus is to assist educators in developing practical materials that are needed for immediate use in their teaching and to best prepare them for their courses and work with students. For more information, check out Teaching & Learning Bootcamp.
Accessible Learning Conference: For the last five years, the Accessible Learning Conference has provided a forum for students, educators, community members and leaders to connect, share knowledge, and foster innovation in accessibility in higher education. You can check out the Accessible Learning Conference for more information.
MSU Dialogues: MSU Dialogues is an intergroup dialogue program for students, faculty and staff at Michigan State. It is a face-to-face learning experience that brings together people from different identity groups over a sustained period of time to: understand our commonalities and differences; examine the nature and impact of societal inequalities; explore ways of working together toward greater equity and justice; prepare individuals to live, work, and lead in a complex, diverse stratified society. Go to MSU Dialogues on Race, Religion, or Gender for more information.
Course Review Process: Quality Matters (QM) is a nationally recognized, faculty-centered, peer review process designed to certify the quality of online courses and online components. MSU purchased a campus subscription to the QM Rubric to assist faculty and instructors in creating quality courses that will improve online education and student learning. For more information on getting started with peer course review and Quality Matters at MSU, please visit MSU SpartanQM Webpage.
Alternative assessment/Online exam workshops: These workshops ran live in 2020 and provided information and examples of designing online exams and assessing students with alternative assessments beyond exams. Recordings of the workshops can be accessed asynchronously via #iteachmsu Commons. 
Learning Communities: Learning Communities provide safe and supportive spaces for complicated conversations about curriculum and pedagogy. Michigan State University has supported these initiatives since 2004 and continues to do so through a funding program administered by the Academic Advancement Network. Learning Communities at MSU are free to select their own topics and determine the structures that best support their inquiries. Accordingly, communities tend to vary greatly in their practices, interests, and agendas. All communities, however, share three things in common: they meet monthly across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline. Please go to Learning Communities (AAN) or Learning Communities (#iteachmsu) for more information.
Cohort programs: Lilly Fellowship - The program is intended to advance the University’s continuing efforts to support excellence in teaching and learning. The program supports a cohort of six faculty or academic specialists at all ranks with at least five years of service to the institution. The Program also provides an opportunity for Fellows to expand relationships and collaborative engagement with peers and colleagues within their own college and across the University. The program is supported by matching grants from AAN and the Fellows’ departments and/or colleges. The goal is to develop academic leaders who will guide the University into the near future with regard to learning, teaching, and educational programming. Participants are expected to focus their work on a project of their choosing that will make a substantial contribution to a unit’s educational efforts. The unit can be a program or a department, but it can also be a college or a University unit or initiative. Using the proposed project as a foundation, participants will also learn leadership concepts and models, build specific skills, learn more about how the University works, and practice what they learn through the activities of their project and small group mentoring and coaching. Adams Academy - The Walter & Pauline Adams Academy of Instructional Excellence and Innovation is named in honor of former MSU President Walter Adams and his wife and MSU faculty member emerita, Pauline Adams, in recognition of their sustained commitments to promote instructional excellence. The program brings together a cross-disciplinary group of faculty and academic staff for a year-long fellowship focused on teaching and learning. Adams Academy Fellows explore the literature on effective university teaching and learning practices and consider how this robust body of research can be used to guide instructional decisions in the courses they teach. Participants learn from and contribute to a community of teacher-scholars committed to excellence in teaching and learning.
Technology and Tools: IT Services offers many different resources to support teaching and learning efforts. For more information, check out Tech and Tools workshops from IT.
MSU Libraries Workshops: MSU Library & Archives provides a series of events, seminars and workshops on a wide variety of topics including but not limited to: Mendeley, data management, 3D models, special collections, distinguished lectures, Zotero, geocoding and more. Go to MSU Library Workshops for more.
The Graduate Teaching Assistant Institute: The New Teaching Assistant Institute is a university-wide orientation for graduate teaching assistants, in partnership with academic and support units on campus. It is up to departments to decide to require or recommend that their students attend this program (*graduate students should ask their graduate program directors if they are unsure about participating). All attendees must register and are expected to attend the entire day. Go to Graduate Teaching Assistant Institute for more information.
Certification in College Teaching: The Michigan State University Certification in College Teaching program is an initiative of The Graduate School, in partnership with departments and colleges. The program is designed to help graduate students organize and develop their teaching experience in a systematic and thoughtful way. Program participants partake in a series of workshops, enroll in a graduate course devoted to teaching in higher education, engage in a mentored teaching experience with a faculty member and develop a teaching portfolio to highlight, organize and reflect upon their teaching experiences. Upon completion of the program, students receive an MSU Certificate in College Teaching and the accomplishment is noted on their transcript. Visit Certification in College Teaching for more information.