ContentGoalsExceedsMeetsDoes not meetN/AComments
 Courses must meet or exceeds expectations for a minimum of THREE of the following options.     
 Identifies discipline-specific equity, social justice, and inclusion learning objectives.     
 Content addresses issues or concerns related to diversity, equity, or social justice in the United States.     
 Assigns readings that represent diverse social and cultural voices and perspectives.     
 Instructor makes an effort to historically and socially contextualize material, especially when relevant to concerns of diversity, equity, or social justice and equity     
 Historicizes and contextualizes historical events from an inclusive perspective that reveals the contributions of various members of the society.     
 Explores viewpoints that question power relationships or longstanding conventional wisdom within the discipline.     
 Addresses the concerns of diverse groups.     
 Examines or approaches discipline-specific questions or problems from multiple social or cultural perspectives.     
Pedagogy & ClimateCourses must meet or exceed expectations for a minimum of THREE of the following options.     
 Use of inclusive language (e.g., gender inclusive ‘firefighter versus gendered ‘fireman’; they/them/their rather than she/he).     
 Collaboration with students to develop guidelines for safe and respectful classroom behavior.     
 Use of examples that challenge, rather than reinforce stereotypes and power relationships.     
 Utilization of a variety of instructional strategies, including cooperative learning.     
 Utilization of a variety of assessment strategies, providing an awareness of different learning styles.     
 Faculty conscious of their own cultural and social identity (including power and privilege) and consideration of its significance for teaching and interacting with students who are differently situated.     
 Avoid using students who may seem to be part of a particular group as representatives of that group, in classroom presentations and discussions.     
 Incorporation of diverse teams in projects, teamwork, senior capstone design and field projects.     
Authentic Community/ Outreach EngagementNote: Recommended only when appropriate for a course     
 Community service opportunity     
 Engagement with countering intersectional injustices; providing methods for student activism.     
 Engagement with restructuring social contexts; providing methods for challenging the institutional forms of injustice.     
 Incorporation of community outreach components into the course.     

Contact Information

Beth Frankel Merenstein
Interim Associate Vice President
Center for Community Engagement and Social Research
Lawrence J. Davidson Hall