Four key terms for you to be familiar with as you think about your course design, teaching methods, and assessment practices are included below. These definitions and terms are identified and shared by the NYU Office of Global Inclusion, Diversity, and Strategic Innovation
For more information about Diversity and Inclusion at NYUAD, please contact Fatiah Touray, Senior Director of Inclusion and Equity.
The diversity of NYUAD’s student body provides great potential for learning from the wide range of experiences, beliefs, and backgrounds unique to each learner. By conscious inclusion practices, you can help unlock the learning potential of this diversity in your classroom. Watch this video to learn more about how you can create a classroom environment in which students feel comfortable sharing knowledge and learning from one another.
A Faculty Toolkit for Digital Inclusion has been developed in the context of COVID-19 remote instruction. The lessons and content apply regardless of the teaching delivery mode. It is meant to provide greater inclusive literacy and to support the needs of our diverse learners. As noted on the website:
We provide flexible teaching strategies to address instructor bias and to mitigate the challenges that students may encounter, towards the goal of ensuring that all students can successfully meet course learning goals.
Diversity enhances learning, but also differences between the backgrounds and identities of faculty and students can pose barriers to learning. When students feel isolated and alienated in class, when they feel they do not belong, it impedes engagement and trust in the professor, which in turn diminishes learning. This happens when students are made to feel invisible or exoticized.
Diversity in pedagogy, curricula, and student identities helps enable the critical thinking, communication, and problem-solving competencies required to impart impactful learning at NYUAD.
Source: Diversity and Inclusion in Global Higher Education: Lessons from Across Asia, Edited by Catherine Shea Sanger, and Nancy W. Gleason (Palgrave Press, January 2020)
Global Inclusion and Diversity — NYU’s Office of Global Inclusion, Diversity, and Strategic Innovation provides a range of resources for promoting and supporting inclusion at the University.
Inclusion, Equity, and Access While Teaching Remotely — Rice University’s Center for Teaching Excellence offers comprehensive guidance on ensuring an inclusive online learning environment, especially during a time of crisis for students.
What Two Students Want You to Know About Inclusive Teaching — Faculty Focus offers a student perspective.
Inclusion by Design (PDF) is a research-based framework for developing an inclusive syllabus.
Gender Inclusive Guidelines offers advice on using gender-inclusive/non-sexist language (University of Pittsburgh’s Gender, Sexuality. and Women’s Studies Program).
A Syllabus’ Worth of Difference suggests “points of entry” for making a syllabus more inclusive (Georgetown University)
In The Danger of a Single Story, novelist Chimamanda Adichie warns about the danger of a singular representation of groups of people. This is useful to understand the importance of diversifying course content.
Diversify Your Syllabus — Resources and Readings for Your Syllabus, University of Minnesota Libraries. This website breaks down resources by discipline.