Course Design for Diversity-Infused Classes

                       Contributed By: Gabriel LaHue and Rachel Welch

Diversity is often discussed in the abstract and therefore in our weekly theme of “Course-design for diversity-infused classes”, we chose to start with a discussion of different dimensions of diversity: culture and national origin, language, literacies, race, ethnicity, educational background, learning difficulties, physical disabilities, gender, sexual orientation, age, religion, political beliefs, socioeconomic status, etc. We then broke into groups to discuss examples of potential challenges someone with one (or several) of these identities might face and how courses can be intentionally designed to address these challenges. For example, students from different cultures may have different expectations regarding the classroom environment and the directness of teacher-student interactions, as well as a differing level of familiarity with historical or cultural references and idioms. Designing for diversity-infused courses to ameliorate these issues could include making expectations regarding course format and educational style explicit in the syllabus, providing multiple means for students to communicate with the teacher and with peers, and testing assignments and exams with colleagues from different cultures and nationalities (as appropriate) prior to assigning them.

Designing courses for diverse student populations is important for several reasons, all of which are touched on in the University of California Diversity Statement: 1) To create an inclusive environment for all identities, 2) To increase student awareness and understanding of multiple perspectives, and 3) To motivate students and improve course outcomes. Regarding this last point, there is a significant body of research that classroom diversity improves learning outcomes and student performance. For example, a report from The Century Foundation found that diverse classrooms led to “improved cognitive skills, including critical thinking and problem solving” [1]. This is in line with the idea of Diversity 3.0, articulated by Marc Nivet for the Association of American Medical Colleges [2]; instead of the view that diversity is at odds with academic excellence or important but separate from the institution’s mission, diversity is viewed as fundamental to the university’s mission and inextricably linked with student learning and academic performance. Diversity is seen not as an end goal but as an integral part of the university’s ability to achieve its mission.

So how do we go about designing for diversity-infused classrooms? There is no one right answer for this, but some suggestions compiled from various resources include:

• “Critically examine your course from multiple viewpoints and include materials that represent various perspectives accurately” [3]
• Incorporate student choice where possible and use a variety of teaching techniques (as emphasized with universal design for learning)
• Include a meaningful diversity statement in the syllabus and consider including diversity-related learning goals in your course goals
• Offer unit introduction materials, optional readings to get learners up to speed, and resources from prerequisite classes
• Give formative pre-quizzes before starting a new unit to inform students about their own level of preparedness
• Provide information about valuable on-campus resources, such as the Student Academic Success Center and study skills workshops
• Use software platforms, such as ALEKS, that collect data about students’ learning and adjust to best meet their needs
• Switch to a hybrid or online course model, which can allow students to communicate in their own time without face-to-face pressures, reduce test anxiety by allowing students to work in their safe spaces, and allow easier incorporation of transcripts or subtitles

Of course, it is also fundamentally important to get to know your students, understand their perspective, and become an advocate for them. There are several on-campus resources that help instructors understand the perspective that may be shared by certain identities and train educators to become allies, such as the Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual Resource Center and the AB540 and Undocumented Student Center. A more thorough list of trainings and resources can be found here.

References

[1] Wells A.S., Fox L., and D. Cordova-Cobo. 2016. How racially diverse schools and classrooms can benefit all students. The Century Foundation. Internet Resource. Available from: https://tcf.org/content/report/how-racially-diverse-schools-and-classrooms-can-benefit-all-students/

[2] Nivet, M. 2011. Commentary: Diversity 3.0: A Necessary Systems Upgrade. Academic Medicine. 86:1487–1489.

[3] Center for Teaching Innovation. 2012. Incorporating diversity. Cornell University. Internet Resource. Accessed April 25^th, 2018. Available from: https://www.cte.cornell.edu/teaching-ideas/designing-your-course/incorporating-diversity.html

[4] O’Connell, A.J. 2017. Designed for Diversity: Lessons in Instructional Design at Rio Salado. Carnegie Mellon University. Internet Resource. Accessed April 25^th, 2018. Available from: http://acrobatiq.com/designed-for-diversity-lessons-in-instructional-design-at-rio-salado/

[5] Narozny, E. 2010. Designing Online Courses to Meet the Needs of a Diverse Student Population. Faculty Focus. Internet Resource. Accessed April 25^th, 2018. Available from: https://www.facultyfocus.com/articles/online-education/designing-online-courses-to-meet-the-needs-of-a-diverse-student-population/