UConn Libraries - Diversity Definition

Diversity in Education

Inclusive Teaching Resources:

Inclusive classrooms are classrooms in which instructors and students work together to create and sustain an environment in which everyone feels safe, supported, and encouraged to express her or his views and concerns. In these classrooms, the content is explicitly viewed from the multiple perspectives and varied experiences of a range of groups. Content is presented in a manner that reduces all students' experiences of marginalization and, wherever possible, helps students understand that individuals' experiences, values, and perspectives influence how they construct knowledge in any field or discipline. Instructors in inclusive classrooms use a variety of teaching methods in order to facilitate the academic achievement of all students

-- Saunders, Shari & Diana Kardia. "Creating Inclusive College Classrooms"
Center for Research on Learning and Teaching, Univ. of Michigan
(Read the rest of this article at: http://www.crlt.umich.edu/gsis/P3_1.html)

Inclusive Teaching
http://depts.washington.edu/cidrweb/inclusive/

Developed by the staff of the Center for Instructional Development and Research at the University of Washington, this website offers a wealth of information on teaching more inclusively. It includes perspectives on what excludes students, and offers strategies and resources for inclusive teaching.

Teaching, Technology, and Diversity
http://www.indiana.edu/~icy/divtips.html

Maintained by Instructional Consulting, School of Education at the University of Indiana at Bloomington, this web page includes links to articles and books that provide insights, tips, and strategies for dealing with diversity related issues in the classroom such as age, gender, race, ethnicity, disability, and religion. The site includes a video entitled, “global citizenship” that discusses how we can educate our students to be global citizens and another video entitled “technology and diversity”.

Teaching and Learning Series on Diversity
http://www.colorado.edu/cu-diversity/training.html

Developed by the Faculty Teaching Excellence Program at the University of Colorado, this series includes a range of articles written by faculty members known to be experienced in creating an atmosphere in their classes that fosters diversity. The articles offer concrete teaching tips that could be readily adapted or adopted by faculty to honor diversity in their classrooms. Each article is prefaced by a short narrative in which the framework is set within which the teaching tips are suggested. Some of the articles in this series include, “Fostering Diversity in the Classroom: Teaching by Discussion”, “The Nature and Problem of Stereotypes”, “Diversity, Individual Differences, and Students with Disabilities: Optimizing the Learning Environment”, and “Encouraging Participation in the Multicultural Classroom: Using Visual Resources”.

Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender
http://teaching.berkeley.edu/bgd/diversity.html

Available through the Teaching Library web page at the University of California at Berkeley, this is a chapter from the hard copy book “Tools for Teaching” by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993. It offers general strategies, tactics for overcoming stereotypes and biases, and things to consider when planning course content and material, exams, and class discussions.

Teaching for Inclusion
http://ctl.unc.edu/tfitoc.html

Prepared by the staff of the Center for Teaching and Learning at the University of North Carolina, this handbook includes topics such as teaching and learning styles as well issues related to gender, ethnicity, religion, sexual orientation, and physical and learning disabilities. It offers commentary and strategies for dealing with diverse student populations.

Teaching & Learning for Diversity at UTSC
http://www.utsc.utoronto.ca/~tlsweb/events/tlfd/links.htm

Prepared by Teaching and Learning Services at the University of Toronto, this guide includes sections on "Developing an Inclusive Curriculum", "Fostering Inclusivity in the Classroom" , and "Teaching & Learning Assessment that Supports Diversity".

Learning Styles and Skill Levels:

Index of Learning Styles
http://www.ncsu.edu/felder-public/ILSpage.html

The Index of Learning Styles is an on-line instrument used to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a learning style model formulated by Richard M. Felder and Linda K. Silverman. The instrument was developed by Richard M. Felder and Barbara A. Soloman of North Carolina State University. The ILS may be used at no cost for non-commercial purposes by individuals who wish to determine their own learning style profile and by educators who wish to use it for teaching, advising, or research. The test has 44 questions that can be submitted and automatically scored on the Web.

Learning Styles
http://www.ncsu.edu/felder-public/Learning_Styles.html

A page from the North Carolina State University with links to resources for a model of learning styles generally referred to as the Felder-Silverman model. The model was originally formulated by Dr. Felder in collaboration with Dr. Linda K. Silverman, an educational psychologist, for use by college instructors and students in engineering and the sciences, although it has subsequently been applied in a broad range of disciplines.

Explorations in Learning & Instruction: The Theory into Practice Database
http://tip.psychology.org/index.html

The Theory Into Practice (TIP) database contains descriptions of over 50 theories relevant to human learning and instruction. Each description includes the following sections: overview, scope/application, example, principles, and references. Relationships between theories are identified by highlighted text within articles. These relationships can be connections between specific theories or to concepts that underlie a number of theories. The theories are also indexed according to content domain and type of learning.

GSU Master Teacher Program: On Learning Styles
http://www2.gsu.edu/~dschjb/wwwmbti.html

Written by Harvey J. Brightman, Regents Professor Emeritus of Decision Sciences at Georgia State University, this article provides an overview of the four dimensions underlying the Myers-Briggs Type Indicator (MBTI) and offers several teaching approaches that will appeal to different MBTI profiles.