It works toward a future in which neither identity nor social history predict academic outcomes. Every individual has multiple identities, and no single facet of lived experience determines particular outcomes for any individual, but disparities in education are real. Race, ethnic background, gender, sexual orientation, socioeconomic class, language abilities, first-generation, or ability status can shape experiences for instructors and students in the classroom—sometimes consciously, sometimes not.
The Five Guiding Principles
Resources for Self-Guided Learning
- Diversity, Equity and Inclusion in the Writing Classroom (resources from WID on inclusion, ableism, and trauma-informed teaching)
- CTL’s Teaching Resources and Guides (including UDL and backward design)
- Inclusive Teaching Practices and Course Design, by the University of Pennsylvania’s Center for Excellence in Teaching, Learning, and Innovation
- Guide for Inclusive Teaching, by Columbia University’s Center for Teaching and Learning
- Racial Equity Course Review, University of Pennsylvania
- Center for Urban Education Syllabus Review Guide, University of Southern California
Our Inspiration
Artze-Vega, Isis, Flower Darby, Bryan Dewsbury, and Mays Imad. The Norton Guide to Equity-Minded Teaching. W. W. Norton & Company, 2023.
Hogan, Kelly A. and Vijy Sathy. Inclusive Teaching: Strategies for Promoting Equity in the College Classroom. West Virginia University Press, 2022.
Venet, Alex Shevrin Venet. Equity-Centered Trauma Informed Education. Routledge, 2023
We welcome wide engagement with this framework. Please contact us with comments, questions, and stories about how you connect this framework with your work.