Equity, Diversity and Inclusion:
A Faculty Toolkit

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Inclusive and Identity - Responsive Teaching

Grounded in pedagogical practice.

Makes connections between theory and practice.

An asian woodworking professor working with a student
Smiling teachers working on a whiteboard

Based on the findings that a sense of belonging impacts student engagement, success, retention and graduation.

Encourages instructors to be mindful of assumptions and biases that may enter through their teaching and negatively impact students' sense of belonging.

A smiling black teacher
Teaching for belonging is grounded in a number of theoretical components including: establishing more inclusive norms for teaching; acknowledging Indigenous forms of learning and research as beneficial to all students; fostering a community that facilitates student goal setting; shifting away from assumptions that reinforce a homogeneous education; and grounding teaching and learning in responsiveness to students' identities Click here for an Infographic Description
Teaching for belonging is grounded in a number of theoretical components including: establishing more inclusive norms for teaching; acknowledging Indigenous forms of learning and research as beneficial to all students; fostering a community that facilitates student goal setting; shifting away from assumptions that reinforce a homogeneous education; and grounding teaching and learning in responsiveness to students' identities

Teaching for
Belonging
Framework

The teaching for belonging framework encourages instructors to consider the ways in which their assumptions and biases enter what they teach through their hidden and null curricula, and the impact on students' sense of belonging. It provides a framework for surfacing these norms and reframing what and how instructors teach. This graphic representation highlights the interconnections of the various theoretical components that informed the development of the framework. This framework forms the core of the EDI toolkit.