Established in 2016, the Social Justice, Equity, and Teaching Transformation (SETT-SU) Faculty Learning Community gathers regularly to discuss classroom concerns and university-wide issues related to diversity. We have built our interdisciplinary community on relationships of trust and care and a commitment to social justice work. One important aspect of the work we do together is resource-sharing. We collaboratively seek out and share the tools, materials, and texts we can use to become better educators and to integrate into our curricula knowledge and ideas that reflect diverse perspectives.
This Diversity and Inclusion Resource for Curricula Library Guide attempts to broaden our resource-sharing efforts to the larger Salisbury University community. In this Guide, you will find texts, materials, and tools that can support your teaching in several ways. You might use the Guide to increase your own knowledge or understanding of diversity and inclusion and/or to find course materials you can use to enhance your students’ learning within your discipline.
On each page of the Guide, you will find resources related to an identity category organized by resource type such as videos, books, academic articles, teaching activities, websites, and popular magazine and newspaper articles. This is by no means an exhaustive list, but rather a place to start when exploring diversity issues, theories, teaching approaches, and perspectives. We welcome your feedback about how you’ve used the Guide, personally or pedagogically.
Syllabus Statements
DIVERSITY SYLLABUS STATEMENT - Created by SETT-SU FLC members
This course supports Salisbury University’s commitment to diversity and inclusion. Therefore, it focuses on or addresses in some measure race, class, gender, sexual orientation, religion and spirituality, ability/disability, nationality and/or ethnicity - to list just a few ways to name diversity – as intersecting subjects of study. We all share responsibility for the education process through engaged participation, and one of the best ways that we can learn from one another is by creating a learning environment of respect, compassion, honesty, and openness, and interest in one another and our beliefs, opinions, and ideas.
As the professor, I am also accountable for teaching you how to thoughtfully express and evaluate ideas. Developing the skills to articulate your ideas and support them with evidence is an important aspect of this class and college and necessary life skill. If we fail to meet the expectations outlined in this statement at any time, please let me know as soon as possible. As your instructor, I am committed to supporting every student in the class in their progress towards these stated goals and objectives.
FOOD & HOUSING INSECURITY - Created by Dr. Erin Stutelberg
Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and/or stable place to live, and believes this may affect their performance in the course, is urged to contact the Student Affairs Office (410-543-6080; StudentAffairs@salisbury.edu) for support (information on emergency fund grants here: https://www.salisbury.edu/administration/student-affairs/emergency-fund.aspx (Links to an external site.)). In addition, there is a Food for the Flock free student food pantry on campus located on the basement floor of the Dining Commons by the SU Bookstore (1204 Camden Ave.; sufoodpantry@gmail.com). Please speak to your professor about your food or housing insecurity if you are comfortable doing so. This will enable her to provide any additional resources that she may possess.
FORMS OF ADDRESS: NAMES AND PRONOUNS - Created by University of Maryland, Lesbian, Gay, Bisexual and Transgender Equity Center
Many people might go by a name in daily life that is different from their legal name. In this classroom, we seek to refer to people by the names that they go by. Pronouns can be a way to affirm someone's gender identity, but they can also be unrelated to a person's identity. They are simply a public way in which people are referred to in place of their name (e.g. "he" or "she" or "they" or "ze" or something else). In this classroom, you are invited (if you want to) to share what pronouns you go by, and we seek to refer to people using the pronouns that they share. The pronouns someone indicates are not necessarily indicative of their gender identity.
Syllabus
- Prison Abolition
African American Intellectual History Society (AAIHS), 2018. - Trump Syllabus 2.0
"An introduction to the currents of American culture that led to “Trumpism” " 2016. - Rethinking the Course Syllabus:Considerations for Promoting Equity, Diversity, and Inclusion
Fuentes, M., Zelaya, D., and Madsen, J (2020). A guide for developing a syllabus that assists with the integration of EDI.
Open Access, does not require SU login.
Video
- Educating for Diversity in the Midst of PandemicsFaculty Development Day webinar 2020 recording, SU's CDO Joan Williams introducing Gloria Ladson-Billings.
Access Passcode: r*!v70bE
For recommended reading click more - The Danger of a Single Story
Chimamanda Ngozi Adichie's TedTalk
"Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding." - How to Overcome Our Biases: Walk Boldly Toward ThemVernā Myers Ted Talk
"Our biases can be dangerous, even deadly — as we've seen in the cases of Michael Brown in Ferguson, Missouri, and Eric Garner, in Staten Island, New York. Diversity advocate Vernā Myers looks closely at some of the subconscious attitudes we hold toward out-groups. She makes a plea to all people: Acknowledge your biases. Then move toward, not away from, the groups that make you uncomfortable. In a funny, impassioned, important talk, she shows us how." - Crash Course Sociology Video Series
Covers various topics including: aging, sex, gender, race, ethnicity, economic stratification, among others.
Activities
- Test Yourself for Hidden Bias
"Psychologists at Harvard, the University of Virginia and the University of Washington created "Project Implicit" to develop Hidden Bias Tests—called Implicit Association Tests, or IATs, in the academic world—to measure unconscious bias." - MTV's A Different Look: Implicit Bias
"Take Look Different's Implicit Association Tests on race, gender and sexual orientation – featuring Daniel Radcliffe, Kendrick Lamar, Kelly Rowland, Cara Delevingne and more – to uncover your own biases. This quiz, created in partnership with Project Implicit, requires you to sort pictures or words into groups as fast as you can."
Miscellaneous
- Sharing Diversity Work: Notes for White Faculty
Jessica Welburn Paige, Inside Higher Ed, 2018
"Outlines what faculty members who are not members of underrepresented groups can do to become more engaged in diversity and inclusion efforts." - But That's Just Good Teaching! The Case for Culturally Relevant PedagogyLadson-Billings, G. (1995). But that's just good teaching! the case for culturally relevant pedagogy. Theory into Practice, 34(3), 159.
Requires SU login - Seven Cs for Effective TeachingEmdin, C. (2016). Seven cs for effective teaching. Educational Leadership, 74(1).
- White FragilityDiAngelo, R. (2011). White Fragility. International Journal of Cultural Pedagogy. 3(3), 54-70.
- 'Interrupt The Systems': Robin DiAngelo On 'White Fragility' And Anti-Racism
Ari Shapiro, NPR. June 18, 2020
Decolonizing Pedagogy
- Decolonization is Not a Metaphor
E. Tuck and K.W. Yang. Decolonization: Indigeneity, Education & Society Vol.1, No.1, 2012, pp. 1-40. - Decolonizing Pedagogy Bibliography
Concordia University Library has collected several resources. There are books, articles, chapters on general decolonization, but also discipline specific resources. - Questions Academics Can Ask To Decolonize Their Classrooms
By Shannon Morreira & Kathy Luckett, 2018. Authors are from Cape Town University and draw on experiences of South African students protesting the overwhelming Western influence on their curriculum. - Decolonizing Your Syllabus? You Might Have Missed Some Steps
Max Libiron, 2019.
"Civic Laboratory for Environmental Action Research (CLEAR) is a feminist, anti-colonial lab specializing in monitoring plastic pollution." - #WEWANTSPACE: Developing Student Activism Through a Decolonial PedagogySilva, J. M., & Students for Diversity Now. (2018). #wewantspace: developing student activism through a decolonial pedagogy. American Journal of Community Psychology, 62(3-4), 374–384. https://doi.org/10.1002/ajcp.12284 .
Requires SU login. - Teaching Race: Pedagogy and Practice
Cite this guide: Thurber, A., Harbin, M.B., & Bandy, J. (2019). Teaching Race: Pedagogy and Practice. Vanderbilt University Center for Teaching. Retrieved [2020] from https://cft.vanderbilt.edu/teaching-race/.
"...this guide summarizes some of the common challenges instructors may encounter and offers five broad pedagogical principles for teaching racial justice, and three possible strategies for implementing each strategy in the classroom." - Decolonising SOAS: Learning and Teaching Toolkit for Programme and Module Convenors
"This toolkit is intended to act as a briefing for programme and module convenors, on what ‘decolonising’ learning and teaching might entail. At its root it is about making what we teach and how we teach it more responsive to the problems of colonial and racialised privilege and discrimination within our teaching practice."
This guide was created by the Social Justice, Equity, and Teaching Transformation Faculty Learning Community (SETT-SU FLC) and Angeline Prichard, Research & Instructional Librarian. SETT-SU FLC is made up of faculty members from various departments across campus who share an interest in learning how to effectively teach topics of diversity and implement pedagogical choices that respect and affirm diversity in our classrooms.
If you have any suggested resources you think should be added to the guide, please submit them here!
Send any questions or comments about the guide to SETT-SU FLC co-facilitators Becky Anthony or Erin Stutelberg.