1. Diversity and Inclusion in Course Materials: A Practical Approach
January 26, 2018

2. Logistics
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We will be recording this webinar and will offer the recording and slides for those who are interested

3. Introductions
Elizabeth Galoozis, Head of Information Literacy (she/her)
Karen Howell, Head of Leavey Library and Faculty Diversity Recruitment Liaison (she/her)
Caroline Muglia (she/her) Co-Associate Dean for Collections & Technical Services, Head of Resource Sharing, and Collections Assessment Librarian,
Karin Saric, Information Services Librarian and Diversity Liaison for USC Health Sciences Campus Libraries (she/her)
EG/CM

4. Learning outcomes for participants
Develop focused strategies for searching for more diverse and inclusive materials
Utilize the libraries’ Diversity Resource Guide to implement models and best practices for inclusive course design
Incorporate diverse and inclusive materials into curricula with an awareness of issues of accessibility EG

5. Agenda Introduce Diversity & Inclusion Syllabus Checklist
Discuss strategies and resources for “Representative Content” and “Content Format” sections of checklist
Practice and discussion
Introduce and explore Diversity Resource Guide
Questions and follow-up resources EG

6. Diversity & Inclusion Syllabus Checklist
Full checklist can be found on the website of the USC Center for Excellence in Teaching. We will focus on:
Content format:
Types
Images
Accessibility
OERs
Representative Content:
Current events
Perspectives & voices
Instructor neutrality
Theme: disability inclusion EG
The theme of disability inclusion is for illustrative purposes- this checklist can apply to all kinds of groups or identities.

7. Representative content: Current events
“Inclusion of real world events, both local and global/international, when pertinent to course learning objectives and in support of weekly topics.”
Questions to ask:
“Am I familiar with enough scholarly sources to contextualize the moment or event beyond what is readily available in newspapers and social media?”
“If I introduce a new topic into the course, am I prepared to teach students what they don’t know but may need to know in order to fully understand it?”
-Noliwe M. Rooks, “Knowing When to Teach Current Events,” The Chronicle of Higher Education, 9/22/14
I’m going to start with the “representative content” section of the syllabus checklist.
The first aspect of incorporating representative content is to include current events.
Before incorporating current events into class discussion, readings, or syllabi, some guiding questions from an article in The Chronicle of Higher Education. These questions are all about contextualizing current events as it makes sense for the course and for the students’ levels of understanding and knowledge.

8. Representative content: Current events
Search strategy: Filter by date
Follow the search here
Search strategy: Use news databases EG
We’ll show a lot of search strategies, mostly from the USC Libraries website. The first strategy for locating sources on current events is to filter sources by date. From the Libraries’ main search at libraries.usc.edu, after you search for a topic and the results are displayed, you can use the “Date” facet on the left hand side to limit by year of publication. For instance, there is a lot in the news about speculations on the mental health of President Trump, which has drawn comments from mental health professionals and disability advocates. Here, we’ve narrowed the items in the libraries’ search results to just items from 2017 and 2018 to get a current take.
Another strategy is to use Libraries databases that specialize in news sources. Many of these databases contain specialized news sources, like newspapers aimed at African-American communities. They can be a great source of alternative viewpoints from the news sources faculty and students may be used to consulting, and offer a search interface that’s based on relevance rather than ads and clicks.
Some slides will contain the “Follow the search here” link, which will display the exact parameters of the search you see in my slides.

9. Representative content: Current events
Search strategy: search by subject
Another strategy, particularly if you’re looking for information on a particular organization, person, or event, or if your results don’t seem focused enough, is to use the advanced search to search by subject. This searches a specific set of indexed headings so that, in this example, results returned should be mostly about the Americans with Disabilities Act itself, and not more generally about Americans with disabilities.
Another advantage of the advanced search is that you can use “not” (where the “and” is in the example) to filter out results irrelevant to you. In this example, if a lot of the results you found were about architectural accommodations, you could include “NOT architecture.”
Follow the search here

10. Representative content: Perspectives and voices
“Inclusion of traditionally un- or under-represented perspectives and voices woven throughout, not included as an add-on, one-off, or separate section.”
Search strategy: search community + subject
The next aspect of representative content, Perspectives and voices, is probably what a lot of people think about when they think about making their syllabi more diverse and inclusive. To locate sources from traditionally un- or under-represented perspectives and voices, there are a few strategies you can use. One is to search for a subject you would usually cover in a course, coupled with an underrepresented community you’re looking to represent. The sources that you find are likely to include that community as a subject. They’re not necessarily created by people from that community; that’s a separate consideration that I’ll talk about in the next slide. There are also lots of resources about this on the Diversity & Inclusion research guide, which we’ll cover in the second half of the workshop.
Note: In searching library resources, you may encounter outdated terms or subject headings like “handicapped” or “transsexual.” These are terms that exist in historical documents and are reflective of the language used in those documents. Especially for those of you looking for historical content, this is something to consider when searching.
Follow the search here

11. Representative content: Perspectives and voices
Resource: Author/publication lists
Examples (found via Google):
“Books Written by Disabled Authors” (Goodreads)
“Recommended Books About the Disability Experience” (National Leadership Consortium on Developmental Disabilities)
“Crip Lit: Toward An Intersectional Crip Syllabus” (Autostraddle) EG
Another way to bring in underrepresented perspectives and voices is to use lists of authors or publications. There are some of these on the Diversity & Inclusion research guide, but I found these with a Google search for “authors with disabilities” and another for “books about disabilities.” Associations, like the National Leadership Consortium on Developmental Disabilities listed here, are great resources for these types of reading lists. It can be difficult to figure out if individual authors are part of specific communities, and that’s only one part of being representative anyway.

12. Representative content: Perspectives and voices
Search strategy: publications that focus on perspectives and voices EG
As you probably know if you’ve done academic research, there are journals about almost every subject. Another strategy can be to search for journals that focus on particular perspectives and voices. This, again, can be a Google search and/or a list of publications from an association, but here, we are using the Libraries’ journal-specific search, which you can access by clicking the “Journals” box under the main search bar. Searching for the letters “disab” followed by an asterisk searches simultaneously for words that start with those letters, like “disabled,” “disability,” and “disabilities.” The results may help turn up journals, newspapers, and magazines, that focus on the perspective or voice you’re looking for. They may turn up surprising combinations or disciplines.
Follow the search here

13. Representative content: Perspectives and voices
Search strategy: following citations EG
Finally, a great strategy for locating perspectives and voices, one that you have probably used, is to follow up on citations in texts that you’re already familiar with. In this example, though the main article is about Latino parents obtaining autism services, many of the sources cited are broader or narrower, looking at economic and political issues, and introducing terms new (to me, anyway) like neurodiversity.

14. Representative content: Instructor neutrality
“Provision of instructor-created content that demonstrates fair attention to topics and issues regardless of personal beliefs and without revealing one’s bias or appearing to push a personal agenda.”
Resource: Disability Language Style Guide from National Center on Disability and Journalism
Consult this guide for language in syllabi, assignments, and discussions.
Search strategy: use Libraries search rather than personal apps or bookmarked websites, which track your online movements and personalize content in a way that reinforces bias EG
The last aspect of representative content listed in the syllabus checklist is “instructor neutrality.” True neutrality is an extremely ambitious and difficult goal, and a more achievable way to think about this might instead be to think about acknowledging instructor bias. What are our own biases and how can we counteract them? A strategy when searching for sources can simply be to use the Libraries’ search. While our collections are by no means neutral, our search algorithm doesn’t use the same kinds of tracking, personalization, and advertising that apps and other websites do.
Another strategy is to look at a resource like the Disability Language Style Guide, listed here. There are also examples of this type of guide for using gender-neutral language and being inclusive of other types of groups. For example, this guide recommends avoiding terms like “crazy,” “insane,” “psycho.” These can also be helpful in developing classroom guidelines.

15. Questions?
Use the “raise hand” feature in Adobe Connect platform

16. Content Format: Types of Content
“Inclusion of content in multiple formats when possible, such as a video interview with an expert on the topic as well as a research article or textbook chapter.”
Questions to ask:
Is the content that is being presented across multiple formats consistent, comprehensive, and clear?
Will students be served less by one type of format than another?
What technology will students use to access these formats?
How will my teaching incorporate these formats?
Search strategies:
USC Libraries
USC Libraries website with facet guides
Streaming Media* Resource Guides
Public sites
TED Talks
YouTube
*Nearly all videos available via USC Libraries contain transcripts and/or closed captioning within platform. CM
Re-introduce myself.
We are moving to another section of the Diversity and Inclusion checklist focused on content format. This is particularly interesting to me as a Collections librarian who helps to identify and acquire materials available through USC Libraries. So, while Elizabeth talked about disability inclusion as a subject to explore and the strategies around the research, some of what I’ll discuss is making sure that you’re using compliant and inclusive content in your courses.
Based on the checklist, the first aspect of Content Format is Types of Content. The checklist encourages the inclusion of multiple formats where possible in a syllabus or lesson.
Three questions that I’d consider asking to guide the decisions you make in your course include…
Is the content that is being presented across multiple formats consistent, comprehensive, and clear? More specifically, will students be served less by one type of format than another?
Second, what technology will students use to access these formats?
And third, how will my teaching incorporate these formats? Of course, the goal is that your teaching strategy touches on all of these formats equally so as not to privilege one type of format over another, unless the goal is to use some formats as primary and others as supplemental.
On the right side of the slide, you’ll see some Search strategies, some of which will be spelled out in forthcoming slides, include using USC Libraries or using public sites.
Using USC Libraries as a resource is a great starting point, as Elizabeth also illustrated in earlier slides. Of course, there are plenty of public sites including TED talks, which focus on technology, design, and entertainment broadly, and good ol’ YouTube!

17. Content Format: Types of Content Basic Search: Martin Luther King, Jr.CM
Let’s walk through a few examples of searching for Types of Content on the Libraries website. You’ll notice that some slides will contain the “Follow the search here” link, which will display the exact parameters of the search you see in my slides.
Here is a screenshot of our basic search: MLK, Jr. When I clicked search, this is the results display page I get back.
Follow the search here

18. Content Format: Types of Content
Refine by Facet: Material Type CM
The next three slides provide examples of how to refine your basic search using facets that appear on the left sidebar of the search results page.
What’s great about facets is that only the options that appear are the ones where there is information about your search term. So, if there aren’t any Newspaper Articles that include your search term, the option for Newspaper Articles won’t appear in the facet list. The number in parentheses beside the facet terms reflect the number of resources that include your search term.
The first example is to refine my search of Martin Luther King, Jr. by Material Type, which will offer the broadest options for “multiple formats” including journals, conference proceedings, videos, and even technical reports that include our search term.
If the way you’re emphasizing disability inclusion in your course is to encourage different types of learning, then this facet may be the best fit for identifying different types of resources related to a single topic.

19. Content Format: Types of Content
Refine by Facet: Specific Databases (with different formats of materials)
Follow the search here CM
The second example shows the facet called Database. This facet will use your original search term and display different databases, or collections of materials, where you can find information. Many of our databases include resources in multiple formats, so you may consider this a one-stop shop especially considering your search term or course focus.
For instance, if I clicked one of the options on the database list: Proquest Central, this would yield results that included journal articles, newspaper clippings, and some images all related to my search term.

20. Content Format: Types of Content
Refine by Facet: Language
Results from clicking CHINESE CM
The third example, on the left, is to use the language facet, which will display the options related to your search term in the language of your choice. In the example on the right hand side, these are the first 3 results when I clicked CHINESE language. You’ll see that the display shows non-Roman characters and offers two types of content: a video and two articles.
Using the language facet could be a great way for faculty to incorporate options for students who speak multiple languages or may be an option to provide the same text in different languages to aid those students whose literacies are strongest in other languages.
Follow the search here

21. Content Format: Images
“Provided content containing images, such as slides and videos, is described/captioned, and reflects the diversity of students in the course/at USC.”
Questions to ask:
Are the materials I am incorporating into my course fully accessible and readable to all students (images, slides, videos)?
Are the images I’m choosing representative of only one type of person (able-bodiedness, race, sex, gender identity, etc…)?
Do I have a plan to address this disparity or invisibility?
Are the images I’m choosing only displaying or promoting certain cultural norms?
Search strategies:
USC Libraries
USC Libraries website with facet guides for Image
USC Digital Library
Public sites
Openi: Biomedical images (links to PubMed)
Google for images with reuse rights
Creative Commons remix licenses
Digital Public Library of America (DPLA)
YouTube has option for captioning your own material (lectures, slides, etc)
disabilities - find captioned resources; alternative text or description (provide example for screen reader) CM
Moving on...
The second aspect of content format on the checklist is Images, which encourages diversity and inclusion on two fronts: disability inclusion related to descriptions and closed captioning; and sharing images that reflect the diversity of the students enrolled in your course.
Some questions to ask on the left side of the slide:
Are the materials I am incorporating into my course fully accessible and readable to all students? This includes images, powerpoint slides or other slides, and videos.
Are the images I’m choosing representative of only one type of person? And here you can fill in a lot of different scenarios. Are the images only displaying able-bodied people, or only Latinx people, or only couples in a seemingly heterosexual relationship? If your images are displaying only these parameters, is there a reason for that? Do you have a plan to discuss the disparity or invisibility?
And finally, Are the images I’m choosing only displaying or promoting certain cultural norms?
On this question, which is somewhat related to the second question, this is important because there’s so much nuance in the images you’re promoting and choosing to display in your courses. For example, buildings that are only seen in western countries, western holidays, or even certain dates.
On the right slide of the slide, you’ll see more Search Strategies. If you’re looking for images within the Libraries, consider using the Images facet option under Material Type, which I will show you on the next slide. There are also many public sites to locate images. Be sure you’re using images with correct remix or non commercial usage rights. As folks in an academic setting, we should always be modeling good copyright compliance!
Specific to disability inclusion, YouTube is an example of a public site that has options for captioning or describing your own materials. If you upload a slide deck or a lecture to YouTube, you can further contribute to an inclusive learning environment by captioning your lecture and/or offering descriptions to the slides or images. Keep in mind that some reading aids used by members of the disability community may have different features.
Specific to providing images that reflect the diversity of the student body or even challenge assumptions about those enrolled in the course, you can use your favorite public site to locate appropriate images. A site like DPLA contains images from special collections archives from cultural heritage institutions throughout the world. A quick search can yield historical images that may spark conversation or contribute to a lesson. USC is a member of DPLA, so you may also stumble across images from the Digital Library, which is also listed here.

22. Content Format: Images
Search by Facet: Images
Google Images by Usage Rights
Follow the search here Follow the search here CM
Here are two quick examples of searching for images using two different modes. On the left, you’ll see the Facet search using Images, which is under Material Type on the left hand sidebar of your search. Displayed are the first three results. The first comes from a microfiche--remember those!-- which can be paged from our depository located on Grand Ave. The second and third images comes from University of Texas’ digital library. We have a partnership through DPLA with other libraries, so searching images within our Library catalog can yield results housed in other places.
On the right, you’ll see another search of MLK, Jr. via Google. I clicked on Images, then clicked on tools directly under the search bar. This opened up another toolbar which include Usage Rights, a drop down where you can click on different options related to your copyright and usage needs. This is a really handy tool especially for quick searching to learn more about the availability of images.

23. Content Format: Accessibility
“Linked content follows recommended best practices for access: videos are captioned and transcripts provided, documents are .pdf or .doc, documents use headings rather than individually-styled text, etc.”
Questions to ask:
Are all of my current notes, lectures, or supplemental readings I am sharing with my students fully accessible?
Are all of my older materials that I may reference in my course fully accessible?
What am I doing to model this accessibility to my departmental colleagues at USC?
Search strategies:
USC Libraries
UPC Services (IDD, Course Reserves, Scan and Deliver)
Health Sciences Campus (IDD)
Streaming Media Resource Guides
USC Services
Disability Services and Program
PDF for Undergrad teaching
Kortschak Center for Learning and Creativity
Source: Grand Valley State University, Disability Support Resources CM
The third aspect of the checklist related to Content Format is Accessibility. In this webinar, we are attempting to model some of the themes we’ve considered on this topic. Our goal, with the focus of disability inclusion, is to ensure that the information we are presenting is accessible to all attendees during and after the webinar.
As a collections librarian, we work hard to acquire content from vendors who take seriously accessibility standards for their resources. Not all resources contain these options especially resources developed outside the USA and other countries with high standards for disability inclusion.
The checklist calls out PDF and .doc formats as preferred because these formats make it easier for those with some disabilities to read with or without assistive technologies. Avoiding individually styled or unique fonts will make it less difficult for some students to access the materials.
On the left, you’ll see some guiding questions to ask:
Are all of my current notes, lectures, or supplemental readings fully accessible?
Are all of my older notes fully accessible?
What am I doing to model this accessibility to my departmental colleagues at USC? We all know that when we see a successful example of this integration in another colleague's approach to teaching and using learning materials, it makes it easier for us to do the same or to learn more from that colleague.
On the right, you’ll see additional search strategies.
Again, the Libraries offers interlibrary loan and document delivery services for print and electronic resources. You can find information about these services on UPC and HSC campuses.
We also encourage you to learn more about other services on campus. USC Disability Services and Programs is both a service and an information hub centered on accessibility and empowering students with disabilities in a classroom environment.

24. Content Format: Accessibility
USC Libraries video with transcription CM
Here is one example of accessibility standards for the videos available at USC Libraries. The features in all of the Sage videos, which is a content provider with whom we work, include a transcript that allows for auto or manual scroll, allows the transcript to be download into the ADA accessible PDF format, allows students to create clips and do a lot more within the platform.
As a teaching faculty, this is a great way to assign a topic using the video format without worrying about its inaccessibility to students.
Follow the search here

25. Content Format: Open Educational Resources (OER)
“Inclusion of free and openly licensed course content to replace or supplement for-purchase content, such as an e-textbook.”
Questions to ask:
Can I replace a paid resource with an OER without losing valuable content (or a free resource from the USC Libraries)?
Does the OER platform or resource itself contain accessibility options/features for users?
And don’t forget:
Is this a high quality resource that aligns with my course goals?
Does the course include needed supplemental tools for me?
Additional resource on connection of OER and ADA compliance
Search strategies:
USC Libraries
OER Resource Guide
Public sites (sampling)
OpenStax
Open Textbook Library
OER Commons CM
The final aspect of the diversity and inclusion checklist relates to open educational resources or OERs.
OERs are high quality, web-based, free resources that teaching faculty as well as those pursuing continuing education utilize for learning. To be an OER, the resource need to be accessible in a free and unfettered manner; and it needs to have legal permissions to retain, reuse, revise, remix, and redistribute the material.
One of the main reasons that OERs are likely on this checklist is that more and more they are replacing costly paid resources for students enrolled in courses. Some professors replace textbooks, which saves hundreds of $ per student per semester. Other professors integrate one or two resources to diversify their lessons. From the diversity and inclusion standpoint, these resources support economic accessibility and empowerment of all USC students not just the ones who can afford the course materials.
From a disability inclusion standpoint, OERs are not exactly the wild west, but they can be. A lot of sites like the ones listed on this slide curate content developed by professors just like you. There is no single one-stop shop or clearinghouse for OERs, but these folks are doing what they can to identify the highest quality resources related to different learning groups. To that end, some OER content creators or curators comply with ADA standards like the ones we’re talking about today. Others don’t. Again, there are OERs with the subject of disabilities. The salient point for this part of the conversation is that as a professor, do your homework in terms of the format of this content. While it may check the box for diversity and inclusion, the content may not always be physically accessible to all your students.
If you’re interested in learning more about OERs, I, along with a colleague in the Libraries, are pursuing a grant project focused on promoting the adoption of OERs among teaching faculty at USC, where, unfortunately, there is a low adoption rate of these resources. You can leave your or name in the Chat box or me!
Some questions to ask on the left side:
Can I replace a paid resource with an OER without losing valuable content (or a free resource from the USC Libraries)?
Does the OER platform or resource itself contain accessibility options/features for users?
And don’t forget:
Is this a high quality resource that aligns with my course goals?
Does the course include needed supplemental tools for me?
On the right side, you’ll see some examples of search strategies:
We have developed a research guide focused on OERs. This will be helpful in learning more about OERs as a format, generally, and about the efforts on USC’s campus for greater adoption of these resources. Of course there are an abundance of public sites that feature OERs.
POTENTIAL ADDITION:
Before I turn this presentation over to my other colleagues, I’d like to offer a quick reminder about language...
I’d like to quickly mention about the ‘O’ in OER: OPEN. We hear this word a lot: open source, open access, open resources. They are all slightly different and are not always synonymous with FREE.
OER: Freely available, web-based materials used for teaching and learning. OER encourages remixing and redistribution of the resource and covers a much wider range of materials.
OA: Freely available content permanently online such as scholarly articles and journals. Resources can be reused and there is some scope for alteration.
OPEN SOURCE: This is a decentralized software-development model that encourages open collaboration.
Nearly all OER and OS are free, but there are exceptions, so it’s not synonymous. OA is also not free necessarily because while it may not cost anything to acquire, the licensing that protects remixing is different than free materials you’d find online.

26. Questions?
Use the “raise hand” feature in Adobe Connect platform

27. Diversity, Equity & Inclusion Resource Guide
KH: Elizabeth and Caroline have gone over strategies to help you find representative content within USC resources. What we would like to do now is go over the USC LIbraries Diversity, Equity & Inclusion Resource Guide, pictured here. At the bottom of the screen you will find the URL to the site.
The goal of this guide is to provide the USC campus community with access to authoritative, relevant resources useful for implementing DE&I across the campus and also within classroom instruction. In this webinar we are going to provide you with a high level overview of the resources in this guide. After that we are going to take a deeper dive into some specific teaching resources. And then we will end with a short interactive activity that will allow you to search for discipline specific information.

28. KH: We will start by looking at the resources in the Background / Best Practices tab. On this page you will find links to reports, books, and journals from key associations. You will also find links to training resources, toolkits, and webinars on a variety of diversity topics. You can use these resources to learn more about this topic or to obtain a high level overview on best practices to implement DE&I across a university campus.

29. KH: We’re going to skip the Data tab for now and come back to it later
KH: We’re going to skip the Data tab for now and come back to it later. Let’s jump over to the USC Campus Groups and Resources tab. This page contains links to various diversity sites across the USC campus (see the first column, on the far left, for these). Here in the second column we have included some key reports from the Academic Senate Campus Climate Committee. The 2017 Campus Climate Literature Review and Report, prepared by the Shoah Foundation, is an excellent resource to orient yourself to the current campus climate, and also contains some best practice recommendations. In the 3rd column, in the USC Student Support & Advocacy box, you can find a list of student demands expressed through student government resolutions. In the box below that you will find USC progress reports from a variety of perspectives. And finally, in the last column, we have included resources created by various USC divisions and programs.

30. KH: We will skip over the Teaching Resources tab for now as we are coming back for a deeper dive in a few minutes. Let’s look at the next few menu tabs. Each of them focuses on a specific subject or population. Here we are looking at the Disability tab. The information on each tab will vary by topic or population, but in general we have included reports and books to help provide an orientation to the topic. We have also linked to some key articles that address current thinking and perspectives. And finally, we’ve added links to any relevant USC groups or resources.

31. KH: I’d like to jump back to the Data & Demographics tab now
KH: I’d like to jump back to the Data & Demographics tab now. Here you will find links to USC, state level, and nationwide diversity data and statistics. This will be helpful to you to relate your classroom demographics to that of the university, to the state of California, and to the United States. We encourage you to explore this information more on your own time, particularly the USC Office of Institutional Research site, which is listed in the first column on this page. Since there is so much information on that site, we’ve added links in this guide to some of the key data to be found there. The one I want to bring to your attention is the “Faculty and Student Diversity at USC Dashboards” link which presents the data in a visual and easy to read format.

32. USC Student Data
KH: When you enter this page you will find key demographic data for USC faculty, undergraduate and graduate student populations, as of fall Faculty data is listed first, but if you scroll down to the bottom of the page you will find the student dashboards pictured here. These dashboards provide information related to ethnicity and gender, which can be useful information as it provides you with an overview of the possible demographic makeup of your classes.

33. KH: Finally, let’s take a look at the Teaching Resources tab
KH: Finally, let’s take a look at the Teaching Resources tab. On this page you will find links to practical resources that provide information and strategies to assist with implementing DE&I directly into instruction and the classroom environment. Here along the left hand side you have some high level background resources. The center column, and the box in the bottom right corner, contain links to USC specific resources. A link to the Diversity & Inclusion Syllabus Checklist that Elizabeth & Caroline went over is located at the bottom of the center column. (use highlighter to point out). And along the right there are links to some useful teaching resources created by Michigan State and University of Michigan. Karin Saric is going to take a deeper dive into some of these teaching resources now.
KS: We want to highlight some of the practical resources within this page that can be of use in implementing DE&I directly into your course instruction. We are going to start off by looking at some book lists, after that some topic and discipline specific teaching resources. And then we will end with a checklist that you can use to reflect on your practice.
Starting here at the bottom left of the page you have a link that will take you to the University of Denver’s guide that contains links to a variety of Diversity and Inclusion book lists.

34. Click on subject to open reading list =>
Click on year to open up subject list =>
KS: The Denver site contains a variety of reading lists on diversity-related topics, which will be very useful if you are interested in diversifying your course readings. To access the reading lists, first you will click on a year (2017). Then you will click on one of the topic links in the box that opens to the right (Disability Awareness). This will take you to the reading list. If you find an item of interest….
Click on subject to open reading list =>

35. Recommend a Resource Check the USC Libraries catalog.
If we do not own the title, use the link on resource guide to recommend purchase.
...you will want to check the USC LIbraries catalog to see if we already own it. If we do not, you can place a purchase request via the link in the resource guide. It’s located under the Teaching Resources tab, in the Book Lists for Diversity-Related Subjects box, right under the link we just clicked to access the Denver site.

36. KS: Going back to our guide, I want to point out two sites that contain links to teaching resources that include content organized by subject or specific population; i.e. gender, race, religion, ethnicity, social class, disability, and more. These are the “USC Rossier Tools for Teaching Diversity” site, and the Michigan State University “Teaching for Diverse Populations” site (point to location with highlighter).

37. KS: At the top of the USC Rossier site you will find links to resources on Inclusive Teaching Strategies. And then if you scroll down the page you will find links to resources that support teaching for diverse groups or populations. They have resources for racial/ethnic/and cultural diversity, gender issues, disability, religion, and so on. Further down, they include links to other USC resources, external resources, and finally some specific article titles and abstracts that address “Teaching for diversity” and “Promoting Diversity in College Classrooms. Although there are some links on that site that no longer work, it’s still a comprehensive resource with a lot of useful information.

38. KS: On Michigan State’s Teaching for Diverse Populations site, you will find quick links located here along the left that you can use to quickly jump to specific resources for: women, students of color, veterans, international students and more.
And now if you look to the right, you will see that at the top of the page, they highlight three general resources. I would encourage you to take a look at all three of these links, but I want to specifically point out the additional resources to be found on the Illinois Association for Cultural Diversity site.

39. KS: Clicking on the link will take you directly into the Resource site
KS: Clicking on the link will take you directly into the Resource site. This is quite a robust resource that includes links to lists of Centers and Agencies, govt. reports, media, quick reads, websites, and more on a plethora of topics. And, if you click on the Interviews tab at the top of the page, you can gain some insight from scholars and activists whose work focuses on advancing the understanding of cultural diversity in the USA. I highly encourage you to take a look at the many resources to be found via this site.

40. KS: Going back to our USC Resource guide, the next resource I want to point out is Michigan State’s Inclusive Teaching by Discipline site.

41. KS: What makes this site so valuable is that it contains resources that have been gathered by a team of librarians. LIbrarians from across the entire Michigan State campus have conducted discipline specific searches within their subject areas. You can start off by clicking on the General Resources tab. This will take you to a page with links to web resources, articles, books and conference listings.

42. KS: Next, if you click on either the Humanities, Social Sciences, or Sciences tabs, this will open up discipline specific options. For this example we’ve clicked on “Social Sciences” and then Anthropology.

43. KS: Here you will find links to resources that offer an excellent starting point for faculty interested in looking into research on pedagogy and inclusion. The resource pages themselves may differ a bit, but most of them will include a summary of findings. The more comprehensive ones will also discuss their search process, and even include a summary of key journals and databases. Here on the left you can see the Anthropology page, and on the right side you can see the Math, Physics, and Astronomy page which is located under the Sciences tab. In a few minutes we’re going to have you search this site to see if you find any relevant resources for your own discipline.

44. KS: But first, there is one last resource that I want to point out on our USC Resource guide. So to come full circle, we started this webinar with the “Diversity & Inclusion Syllabus Checklist that supports incorporating diversity directly into the curriculum. The final resource we want to share with you is the Inclusive Teaching Strategy checklist from the University of Michigan, located here in the far right column.

45. University of Michigan - Inclusive Strategies Reflection Checklist
KS: This checklist is a useful resource to self-assess how well you are addressing issues of content, instructional practice, and classroom interactions.

46. Interactive Search Activity
Go to the Michigan State University “Inclusive Teaching by Discipline” site:
Click on the “Humanities, Social Sciences, or Sciences” menu link to search by discipline.
Click the discipline specific link to access the resource page.
Identify one or two useful resources.
You will have ~5 minutes to search the site. Then, we will have one or two participants share their findings with the group; i.e. resource found & how you think you may use the information to incorporate diversity into your teaching practice.
KS: Those are all of the resources we wanted to share with you today. What we are going to do now is give you 5 minutes to search through the Michigan State University “Inclusive Teaching by Discipline” site, so that you can walk away from this webinar with at least one or two resources that apply directly to the content that you teach. Walk through Steps 1-4 on screen. When we reconvene as a group we will have one or two participants share 1) the resource they found and 2) how the information can be used to incorporate diversity into teaching practice.

47. Questions?
Use the “raise hand” feature in Adobe Connect platform

48. Learning outcomes for participants
Develop focused strategies for searching for more diverse and inclusive materials
Utilize the libraries’ Diversity Resource Guide to implement models and best practices for inclusive course design
Incorporate diverse and inclusive materials into curricula with an awareness of issues of accessibility EG