Diversity Resources
Diversity Web Links
Successful inclusion of multicultural education has the potential to enhance student learning and better prepare students for world citizenship, while also having a positive impact on faculty.
These links and articles provide resources for faculty to learn about theories, strategies, and methods for transforming the curriculum in order to reach their goals of teaching more inclusively.
Diversity Bibliographies
Because inclusiveness is a subject that incorporates many different aspects, faculty may wish to explore information about one or more specific components within the broad subject area of multi-cultural studies. These listings of books and videos provide faculty interested in addressing educational needs in a diverse society with additional sources of information on multicultural education and higher education, arranged to reflect multiple areas of study.
Sample Syllabi
Diversifying the college curriculum has been shown to enrich students’ learning experiences by encouraging intellectual development, accommodating a range of learning strategies, and fostering greater intercultural knowledge and understanding. These sample syllabi illustrate the faculty commitment at the University of Pittsburgh to curricular change and toward more broadly incorporating issues of diversity into the classroom.
Diversity Web Links
AUTHORS’ WEBPAGES
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Diversity Across the Curriculum, Branche, J., Mullennix, J. and Cohn, E. (Eds) Bolton, MA, Anker Publishing Company, 2007.
This practical guide, edited by University of Pittsburgh faculty, is designed to enable busy faculty members to create culturally inclusive courses and learning environments. In a collection of more than 50 vignettes, teachers from a wide range of disciplines — health sciences, humanities, sciences, and social sciences — describe how they actively incorporate diversity into their teaching. Different strategies discussed include a role-model approach, creating a safe space in the classroom, and the cultural competency model. Written for teaching faculty in all disciplines of higher education, this book offers practical guidance on culturally inclusive course design, syllabus construction, textbook selection, and assessment strategies.
- Tools for Teaching, Davis, B.G., Jossey-Bass; San Francisco, 1993. [From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993.
This chapter illustrates the discrimination faced in today’s college classroom by previously underrepresented groups. Women, African Americans, Chicanos and Latinos, Native Americans, American-born students of Asian ancestry, and immigrants are affronted daily with subtle, unintended bias, and this chapter helps instructors recognize and correct their inadvertent missteps. Include are “General Strategies,” Tactics for Overcoming Stereotypes and Bias,” Course Content and Material,” Class Discussion,” Assignments and Exams,” and “Advising and Extracurricular Activities.”
Recognizing that diversity entails more than cultural, racial, and gender differences, Mathew L. Ouellett's essay provides ways for instructors to accommodate students with disabilities. This document discusses how instructors can maximize the learning experiences of students with physical, visual, hearing, and learning disabilities, among others. Ouellett explains what the various disabilities entail, and he explores a number of teaching strategies.
INSTITUTIONAL SITES
The Association of American Colleges and Universities “has provided national leadership on the issue of diversity in higher education since 1971.” In regard to diversity, this page lists AAC&U Initiatives, AAC&U Meetings and Institutes, AAC&U Publications, AAC&U Resources, and AAC&U Project Web Sites.
The LAB, a program of the Educational Alliance at Brown University, developed The Diversity Kit: An Introductory Resource for Social Change in Education. Section III of the Kit, “Language,” states that “language and culture are deeply intertwined….All language varieties…are equally complex systems of communication that are appropriate to meet the communicative needs of a particular speech community.” The section is divided into four chapters: “Language, Culture and Schooling”; “Learning a Second Language”; “Language and Literacy”; and “Language and Assessment.”
Instructional Consulting in the School of Education at the University of Indiana at Bloomington has published “Diversity/Inclusive Teaching Tips.” In all, there are 11 tips dealing with such issues as race, sexual orientation, age, regionalism, and special needs students.
This comprehensive database from the University of Maryland provides extensive hyperlinked resources on diversity. The web site offers course syllabi, a diversity "dictionary," resources on institutional diversity, bibliographies, and links to web resources on gender, racial, ethnic, cultural, disability, and religious diversity. The Diversity Database also provides a site map and a search engine.
The University of Maryland women's studies database, begun in September 1992, serves those people interested in the women's studies profession and in general women's issues, and is of particular interest to those particular involved with academic women's studies programs. This comprehensive resource includes approximately 700 annotated links to Women's Studies programs and research centers worldwide which provide extensive information about women's studies and women's issues.
Student Differences and Their Implications for Teaching http://www.umass.edu/cft/handbook/handbook.htm
In its Teaching Handbook, the Center for Teaching at the University of Massachusetts, Amherst includes a section titled “Student differences and their implications for teaching.” The section includes most of the recurrent themes relating to diversity and the college classroom: age, gender, disability, and cultural background. However, it includes an additional and often overlooked aspect of diversity: cognitive development.
This is an annotated bibliography on race, gender, and affirmative action
intended for the use of faculty who are designing courses to address such issues, and for students and browsers interested in a guide to the literature. This bibliography cites three types of sources: (1) short, accessible articles suitable for undergraduate teaching; (2) longer and more technical works useful for graduate instruction or faculty reference; and (3) sources available on the Web.
Michigan State University offers a useful online database of ERIC articles on diversity matters. Organized alphabetically, navigators can search the site by subject or author. The database covers a considerable amount of ground, providing numerous citations for topics such as youth problems, racial attitudes, and gender and culture.
Compiled by the Committee on Diversity of the College of Education and Human Development, this “Diversity Toolkit” is designed to assist both students and faculty in dealing with the issue of diversity on campus. It contains an annotated section, “Articles and Further Resources,” including a link to other colleges and universities with the same mission in regard to diversity.
Teaching for Inclusion, published by the Center for Teaching and Learning at the University of North Carolina at Chapel Hill, addresses the diversity of today’s student population and provides teachers with advice, tips, and techniques for dealing with this diversity. Included are chapters pertaining to this disparate makeup, ranging from gender issues to international students. Chapter 1, “Your Diversity, Academic Culture and Teaching and Learning Styles,” is of particular interest because it points out the dissimilitude of not only students but also teachers.
The Ohio State University states as one of its goals, “To Be a National Model for Diversity.” To achieve this goal, the Diversity Action Committee has formulated a “Diversity Action Plan.” Included in the plan are guiding principles for change and steps that have already been taken
Vanderbilt University’s Center for Teaching is “committed to supporting diversity…particularly as it intersects with the wide range of teaching and learning contexts that occur across the University.” To this end, its “Diversity in the Classroom” page contains “Inclusive Teaching Strategies,” Annotated Bibliographies,” Related Programs and Centers,” and “Additional Web Resources.”
A listing of other resources & nine other university web sites on diversity from Virginia Polytechnic Institute & State University
ELECTRONIC BIBLIOGRAPHIES & OTHER RESOURCES
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Diversity: A Selected and Annotated Bibliography, Prepared by R. Neill Johnson
with Diane M. Enerson and Kathryn M. Plank, The Pennsylvania State University.
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The Diversity Institute
The Diversity Institute provides a list of Diversity Sites and Resources pertaining to African Americans, Asian Americans, Latino Americans, Native Americans, and Women's Studies.
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DiversityWeb
Sponsored by the Association of American Colleges and Universities (AACU), Diversity Web is the most comprehensive online resource on diversity in higher education. Diversity Web features hyperlinked essays on topics such as curriculum transformation, faculty and staff development, and accommodating student diversity in classroom teaching. The site also provides links to college offices and centers that specialize in diversity issues as well as the online journal Diversity Digest.
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The Multicultural Classroom Resource Guide
Compiled by Indiana University Purdue University Indianapolis, this is an online database of annotated bibliographies, full-text articles, and links to culturally relevant web sites.
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Diversity Bibliographies
Bibliography for Inclusive Teaching and Multicultural Course Transformation*
Adams, M., Bell, L. A., and P.S. Griffin (1997) Teaching for Diversity and Social Justice: A sourcebook. New York: Routledge.
Banks, J. A. (1994a). An introduction to multicultural education. Boston: Allyn and Bacon.
Banks, J. & C.M. Banks (1995). Handbook of research on multicultural education. New York: Macmillan.
Chávez, R. C. & O’Donnell, J. (1998). Speaking the unpleasant: The politics of (non) engagement in the multicultural education terrain. Albany: State University of New York.
Does diversity make a difference? Three research studies on diversity in college classrooms. (2000). Executive summary. Washington, DC: American Council on Education and American Association of University Professors. Available: http://www.acenet.edu or http://www.aaup.org.
Duarte, E. M. & S. Smith (2000). Foundational perspectives in multicultural education. New York: Longman.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College.
Kingston-Mann, E. & T. Seiber (2000). Achieving against the odds: How academics become teachers of diverse students. Philadelphia: Temple University.
Marchesani, L.S. and M. Adams (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty, and institutions. Vol. 52. New Directions in Teaching and Learning. San Francisco, CA: Jossey-Bass.
Mayberry, K. (1996). Teaching what you’re not: Identity politics in higher education. New York: New York University.
Morey, A.I. & M.K. Kitano (1997). Multicultural course transformation in higher education: A broader truth. Boston: Allyn and Bacon.
Weinstein, G. & K. Obear (1992). Bias issues in the classroom: Encounters with the teaching self. In M. Adams (Ed.), Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty, and institutions (pp.39-50). New Directions for Teaching and Learning, No. 52. San Francisco: Jossey-Bass.
* Provided by Natasha C. Flowers, Instructional Design Specialist,
Office for Professional Development, Center for Teaching and Learning, Indiana University, University Library,
RM 1125, 755 W. Michigan Street, Indianapolis, IN 46202-5195
Phone: 317-278-5713 E-mail: nflowers@iupui.edu
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Sample Syllabi
The following sample syllabi are posted online for reference purposes only and are copyright protected. No complete syllabus or portion thereof may be used or reprinted without express permission from the original author.
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