In the Classroom

Actions, Values, and Course Material

• Use non-gendered terms like “friends”, “folks”, “they”, and “everybody”
  
  (Tip: When calling on students, identify them via a clothing item and their position in the room, e.g., “the person in the back row with the blue hat”)
• When allowing time for students to discuss ideas with other students, designate pairings (or instructions for whom to speak with in larger lecture halls) to prevent exclusion (Peer Instruction)
• For first lectures:
  • Explain the importance of the land acknowledgment (sample slides)
  • Discuss the Faculty of Science EDI statement (link)
  • Mention online communities and campus groups for students to join (click here)
• Use examples of scientists from different backgrounds in lectures, to counter stereotypes (examples: #1, #2, #3)
• Collaborative Indigenous Learning Bundles (link)

Have you considered?

• Inviting students to share their chosen name and gender pronouns (Pronoun Poster)
  
  (Note: Sharing pronouns can create stress for students who do not feel safe or comfortable so always let this be optional – learn more here)
• Being familiar with the different gender identities (Gender Definitions)
• Knowing what the different letters mean in the LGBTQ acronym (LGBTQ2SQIA+ Explained)
• Familiarizing oneself with common language associated with gender and sexuality (Translanguage Primer)
• Talking to TAs about EDI challenges and resources; TA training (link)
• Using examples with broad appeal that may interest diverse learners
  
  E.g., applications in the life sciences as examples in computer science or math
• Accessibility in the lab and in field work for students with disabilities (more coming soon in future releases)
• EDI challenges in fieldwork (Implementing EDI in fieldwork)
• Challenging norms and barriers by incorporating multiple perspectives when teaching
  
  E.g., sexuality from a non-heteronormative aspect, history from a non-colonial viewpoint
• Using an older version of the textbook, an open educational resource (OER), or open source softwares to lower the financial burden associated with your course
• Assumptions that may be linked to course materials/examples that are commonly used
  
  E.g., Examples that are heteronormative, racially biased, etc.; can you choose different materials/examples?
• Encouraging students to approach after class if an inappropriate term has been used in class and making students feel safe and welcome in offering corrections and expressing opinions
• Recognizing that different cultures deal with conflict in different manners and may prefer written exchanges over face-to-face conflict resolution
• Utilizing resources written by authors from diverse backgrounds
• Examining class resources to check for content that is racially or culturally insensitive, and providing a disclaimer if the material is necessary to include
• Giving students permission to fail/get things wrong in class, and framing failure as an essential step to success
• Maintaining awareness of current socio-political topics and social issues that might be impacting students