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Not knowing how to include groups you were previously or still unaware of.

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We implemented Name Coach so students can record their names as they should be pronounced for their instructors to hear.

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We have a full learning library with access for all

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videos for diverse culture and age groups

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videos for diverse culture and age groups

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Implemented various videos from a variety of cultures and age groups.

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Allow students to correct missed exam questions (learning doesn’t end at the exam)

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Teaching students how to interact with patients with the same need for inclusivity

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There are so many different things to think about. However, picking one or two things to work on each semester will help me make progress.

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There are so many different things to think about. However, picking one or two things to work on each semester will help me make progress.

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I plan to look up more culturally diverse scientists and their contributions to biology.

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I plan to look up more culturally diverse scientists and their contributions to biology.

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I'm working to make my course syllabus more student friendly--and trying to get my learning institution to do so as well.

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I'm working to make my course syllabus more student friendly--and trying to get my learning institution to do so as well.

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I plan on using more formative assessments in class, introduce study skills, and introduce more practice with metacognition.

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I plan on using more formative assessments in class, introduce study skills, and introduce more practice with metacognition.

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our students are cohorted in their early coursework to create community between them

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I provide opportunities for discussion and collaboration through a think-pair-share format but I also embrace a group of 1 choice and explain the reasons behind taking time to process quietly for those who need it

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I create playlists with reading (twitter feeds, blogs, academic articles), videos (first person stories, TedTalks, tiktoks), and podcasts; students are able to choose each week but must access each format at least once per term because the content and audience are unique in each one)

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I use the same indicators of success in all my courses to scaffold targeted thinking. I also allow resubmissions, provide verbal and written feedback, provide feedback and feedforward, and give time for peer critical friends before submissions. They can also choose their platform for tasks which helps them think about the learning outcomes as learning outcomes and not assessments of length/tidiness/penmanship etc

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the difficulty often lies in students struggling with the options I give or the open endedness (which can be a challenge for executive dysfuntioning) or they procrastinate which creates stress for them. The easy part is watching them own their work and have pride in accomplishing what may have been intimidating. I also like the voices marginalized students find in classes where diversity is made visible.