{"id":11225,"date":"2022-07-21T10:23:37","date_gmt":"2022-07-21T14:23:37","guid":{"rendered":"https:\/\/www.bumc.bu.edu\/anatneuro\/?page_id=11225"},"modified":"2023-11-13T11:11:17","modified_gmt":"2023-11-13T16:11:17","slug":"diverse-learning-env","status":"publish","type":"page","link":"https:\/\/www.bumc.bu.edu\/anatneuro\/diverse-learning-env\/","title":{"rendered":"Guidelines for Creating Diverse Curricula and Inclusive Learning Environment"},"content":{"rendered":"<\/div>\n<p><!-- ___________________Navbar___________________ --><\/p>\n<div id=\"navvy\"><\/div>\n<p><script type=\"text\/javascript\" src=\"\/anatneuro\/files\/2022\/01\/nav.js\"><\/script><\/p>\n<p><!-- ___________________Banner___________________ --><\/p>\n<div class=\"mobile-title mobile-banner\">\n<p class=\"mobile-header\">Guidelines for Creating Diverse Curricula and Inclusive Learning Environment<\/p>\n<\/div>\n<style>.mobile-banner{background-image: url(\"\/anatneuro\/files\/2021\/09\/budissonance-1.png\"); background-size: cover;}<\/style>\n<div class=\"student-parallax\">\n<div class=\"true-nav nav-border\"><\/div>\n<div class=\"title-padding\">\n<p class=\"title-header\">Guidelines for Creating Diverse Curricula and Inclusive Learning Environment<\/p>\n<\/div>\n<\/div>\n<p><!-- ___________________Main___________________ --><\/p>\n<div class=\"universal-pad\">\n<h2>I. General Objectives of Curricular Review:<\/h2>\n<p>The overall goal of this self-assessment is to encourage faculty to assess their course curricula and apply the overall <b>CAMED Curricular Recommendations<\/b> presented by CAMED Racism in Medicine Vertical Integration Groups report, as follows:<\/p>\n<ol>\n<li>Ensure culturally sensitive and appropriate language is used.<\/li>\n<li>Equip faculty to teach how the historical and structural background of racism has<br \/>\nshaped their scientific discipline and institutions, and how these constructs contributed<br \/>\nto health disparities and societal biases.<\/li>\n<li>Create additional opportunities for students, faculty, and staff to develop the skills to<br \/>\nbecome allies to communities of color.<\/li>\n<li>Critically examine the strength of evidence when promoting race-based science and<br \/>\nmedicine.<\/li>\n<li>Create additional opportunities for students, faculty, and staff to reflect on how racism<br \/>\nhas impacted their lives.<\/li>\n<\/ol>\n<p><\/p>\n<h2>II. Evaluating Course Learning Objectives:<\/h2>\n<p>Educators should strive to revise existing or create new content in their curricula that encompass and align with the following objectives.<\/p>\n<p><b>Proposed Equity and Anti-Racism Student Learning Objectives:<\/b><\/p>\n<ol>\n<li>Reflects on their personal biases and privilege and recognizes the implications of<br \/>\ninequality on well-being.<\/li>\n<li>Recognizes the historical context and current manifestations of inequity &#038; systemic<br \/>\nracism and its impact on science.<\/li>\n<li>Identifies the effects of implicit racial bias and systemic racism in science.<\/li>\n<li>Analyzes scientific literature with the historical understanding of racial inequity,<br \/>\nidentifies gaps in the literature, and is able to delineate where race is used or not used<br \/>\nappropriately.<\/li>\n<li>Employs evidence-based tools to recognize and mitigate the effects of personally held<br \/>\nimplicit racial biases.<\/li>\n<li>Exhibits the scientific knowledge to understand the physiological and psychological<br \/>\nresponse to racism and inequity.<\/li>\n<li>Possesses the knowledge and practical skill to be an advocate for a more equitable<br \/>\nenvironment in any academic setting.<\/li>\n<\/ol>\n<p><\/p>\n<h2>III. Self-Assessment of Course and Curriculum Content:<\/h2>\n<p>When <b>self-assessing course curriculum<\/b>, educators should incorporate the above learning objectives and consider the following:<\/p>\n<p><b>A. Questions to consider to understand historical racial inequity in specific professions\/disciplines as adapted from Dr. Paula Austin:<\/b><\/p>\n<ol>\n<li>When was my discipline professionalized (first professional organization\/conference) and<br \/>\nwho were the leading figures? Who is missing? Why? What does that mean?<\/li>\n<li>Who are the current leading figures for my profession? <\/li>\n<li>What are the deeply held traditions and assumptions of my discipline (think about my<br \/>\nown training: <i>research standards, methods, course content, classroom approaches,<br \/>\nassessment strategies, assessment tools<\/i>)?<\/li>\n<li>What do we ask people to give up in order to be successful in my discipline?<\/li>\n<li>How do we repair the (historical and contemporary) damage done by our discipline?<\/li>\n<\/ol>\n<p><i>For more detail, see Paula Austin\u2019s Lightning Talk on \u201cBuilding the Inclusive Classroom\u201d<\/i><\/p>\n<p><b>B. General Self-Assessment Questions for Evaluating Course Curricula and Content:<\/b><\/p>\n<ol>\n<li>Do the current learning objectives align with promoting equity, inclusivity and anti-racism<\/li>\n<li>Do you have course content that is incompatible with the current goals pertaining to<br \/>\nequity, inclusivity and anti-racism?<\/li>\n<li>How can you integrate the above learning objectives to foster equity in your curriculum?<\/li>\n<li>What resources are required to make changes \/ accomplish these goals? <\/li>\n<li>Is expertise outside of the Department necessary to achieve these goals? <\/li>\n<\/ol>\n<p><b>C. Specific topics to consider when reviewing curricular materials for inclusivity, diversity,<br \/>\nand bias-free instruction, suggested by Brown University:<\/b><\/p>\n<p><b><i>Images<\/i><\/b><\/p>\n<ul>\n<li>Do the images included in my presentation portray individuals of varied sex and gender,<br \/>\nage, and skin color? <\/li>\n<li>Are the images I include as examples of \u201ctypical\u201d pathology diverse enough so as to<br \/>\nprevent stereotyping? This may be especially important for pathology associated with<br \/>\nsocial stigma.<\/li>\n<ul>\n<li>For example, only including images of young people when discussing STIs<br \/>\nmay give the impression that only young people are at risk and should be<br \/>\nscreened. <\/li>\n<\/ul>\n<\/ul>\n<p><b><i>Language &#038; Terminology <\/i><\/b><\/p>\n<ul>\n<li>Do I acknowledge that learners in my audience might have personal experience with<br \/>\nthe content I am presenting? <\/li>\n<ul>\n<li>For example, in a talk about mental illness, do I discuss patient behavior as<br \/>\nwhat \u201cthey\u201d do and provider behavior as what \u201cwe\u201d do without acknowledging<br \/>\npotential learner experience?<\/li>\n<\/ul>\n<li>Have I considered how my language and\/or use of humor may be received by my<br \/>\ndiverse audience? <\/li>\n<ul>\n<li>For example, do my comments on current events assume that my audience is<br \/>\nhomogeneous for one particular political ideology?<\/li>\n<\/ul>\n<li>Is the language and terminology I use value-laden? <\/li>\n<ul>\n<li>For example, when talking about patients or patient behaviors (not laboratory<br \/>\nvalues), could I substitute \u201cdifferences\u201d for \u201cirregularities\u201d or \u201ctypical\u201d for<br \/>\n\u201cnormal\u201d or \u201cpatient who had a stroke\u201d for \u201cstroke patient?\u201d<\/li>\n<\/ul>\n<li>Is the language I use over-generalizing? How can I be more precise?<\/li>\n<ul>\n<li>For example, when discussing Black research participants and patients, am I<br \/>\nassuming ancestry (e.g., African American versus Caribbean American)? <\/li>\n<\/ul>\n<li>Is the terminology I use or reference up to date? <\/li>\n<ul>\n<li>For example, can I substitute \u201cintellectual disability\u201d for \u201cmental retardation\u201d or<br \/>\n\u201ctransgender\u201d for \u201ctranssexual\u201d?<\/li>\n<li>Do I define the terminology precisely as I use it in lectures: for instance, define<br \/>\nthe use of \u201cbiologically female\u201d as someone that \u201chas a uterus and ovaries\u201d etc.<\/li>\n<\/ul>\n<\/ul>\n<p><b><i>Case Studies<\/i><\/b><\/p>\n<ul>\n<li>Do the cases I use include individuals of varied gender expression, gender identity,<br \/>\nsexual orientation, age, ability, race and ethnicity? Do I indicate that the pronouns I use<br \/>\nare the ones preferred by the patient\/participant\/student?<\/li>\n<li>When I include details about the gender expression, gender identity, sexual orientation,<br \/>\nrace or ethnicity of a patient\/participant, am I able to explain its relevance to the topic<br \/>\nat hand? <\/li>\n<li>Are the cases I include as examples of \u201ctypical\u201d patient\/participant presentations<br \/>\ndiverse enough so as to prevent stereotyping? This may be especially important for<br \/>\npathology associated with social stigma. <\/li>\n<li>When I include details about the race of a patient or population, am I conflating race<br \/>\nwith ethnicity (shared culture and language), race with country of origin, or race with<br \/>\nskin color?<\/li>\n<li>When I mention race as a risk factor, are there socioeconomic factors, or issues of bias<br \/>\ninvolved that are as, if not more, salient? For example, when discussing a case of pre\u0002term birth for a Black (African\/Caribbean) American woman, do I make clear the role<br \/>\nof chronic stress related to structural racism?<\/li>\n<\/ul>\n<p><b><i>Research &#038; References<\/i><\/b><\/p>\n<ul>\n<li>Is the research I cite up to date? Are the racial or other classifications used now<br \/>\nconsidered outdated?<\/li>\n<ul>\n<li>For example, do the studies I cite account for individuals who identify as<br \/>\nbiracial or as \u201ctwo or more races\u201d (census category)?<\/li>\n<\/ul>\n<li>Can I explain if the studies I cite define race by self-report, census data, medical record<br \/>\nreview, or some other method, and the implications of each? <\/li>\n<li>Can I explain why race, and not socioeconomic factors, is the relevant influence in a<br \/>\nparticular study? <\/li>\n<ul>\n<li>For example, when discussing a study about the incidence of diabetes in certain<br \/>\npopulations, am I able to describe the role of genetics versus socioeconomic<br \/>\nfactors? <\/li>\n<\/ul>\n<\/ul>\n<p><b>D. Adding Statements on Inclusivity and Accessibility in Course Syllabi and Materials:<\/b><\/p>\n<p>When trying to create an inclusive classroom, instructors may consider including explicit<br \/>\nstatements on diversity, land acknowledgement and accessibility within their syllabi or<br \/>\npresentations. Instructors can also consider stating, at the beginning of the course, their intent<br \/>\nto implement an inclusive and diverse classroom, and openness for discussion regarding these<br \/>\nimportant issues. Some guidelines for inclusive syllabi are presented by the BU CAS writing<br \/>\nprogram. This resource shows examples of Land Acknowledgment Statement, Diversity<br \/>\nStatement and Accessibility Statement for students who need accommodation for disability.<\/p>\n<p><\/p>\n<h2>IV. Obtaining Educator and Course Feedback<\/h2>\n<p><b>Colleague Feedback<\/b><\/p>\n<p>Ask a colleague to review the course curriculum based on the above guidelines.<\/p>\n<p><b>Student Feedback<\/b><\/p>\n<p>Incorporate questions pertaining to inclusivity and diversity of course contents in official student<br \/>\ncourse evaluation forms given at end of semester.<\/p>\n<ul>\n<li>Did the faculty member use appropriate language and seem to be mindful of the diverse<br \/>\nbackgrounds within the classroom?<\/li>\n<li>Did the faculty member include inclusive content in their lectures?<\/li>\n<li>Was there any point within the course that you felt like the faculty member was not<br \/>\nsensitive to individual differences (e.g., race, ethnicity, sexual orientation, gender<br \/>\nidentity, ability)?<\/li>\n<\/ul>\n<p><\/p>\n<\/div>\n<p><!-- ___________________CSS___________________ --><\/p>\n<style>\n<p>ol {\n        font-family: 'Open Sans', sans-serif;\n\ttext-align: justify;\n\ttext-justify: inter-word;\n        font-size: 15px;\n}<\/p>\n<p>.offset {\n  box-shadow: 0.3em 0.3em 0 0 var(--color), inset 0.3em 0.3em 0 0 var(--color);\n}\n.offset:hover, .offset:focus {\n  box-shadow: 0 0 0 0 var(--hover), inset 6em 3.5em 0 0 var(--hover);\n}<\/p>\n<p>.offset {\n  --color: #262262;\n  --hover: #262262;\n}<\/p>\n<p>button {\n  color: var(--color);\n  transition: 0.25s;\n}\nbutton:hover, button:focus {\n  border-color: var(--hover);\n  color: #fff;\n}<\/p>\n<p>button {\n  background: none;\n  border: 2px solid;\n  font-size: 14px;\n  font-family: 'Open Sans', sans-serif;\n  line-height: 1;\n  margin: 0.5em;\n  padding: 1em 2em;\n  max-width: 80vw;\n}<\/p>\n<p>\/* ----------------Animated Button---------------- *\/<\/p>\n<p>.gradient-btn {\n  \/* Fallback: Set a background color. *\/\n  background-color: #262262;<\/p>\n<p>  \/* Create the gradient. *\/\n  background-image: linear-gradient(\n    45deg,\n    #ffffff 50%,\n    #262262 50%\n  );<\/p>\n<p>  \/* Set the background size and repeat properties. *\/\n  background-size: 270%;\n  background-repeat: repeat;\n  background-position: top right;<\/p>\n<p>  \/* Use the text as a mask for the background. *\/\n  \/* This will show the gradient as a text color rather than element bg. *\/\n  -webkit-background-clip: text;\n  -webkit-text-fill-color: transparent; \n  -moz-background-clip: text;\n  -moz-text-fill-color: transparent;<\/p>\n<p>  animation: button-animation 0.65s 0.15s ease-out forwards;\n}<\/p>\n<p>a.btn:hover, a.btn:hover span{\n    animation: button-animation-rev 0.65s ease-out forwards;\n}<\/p>\n<p>a.btn:hover {\n  box-shadow: 3px 2px 10px 1px rgba(0,0,0,0.15);\n  transition: 0.5s;\n}<\/p>\n<p>@keyframes button-animation {\n  0% {\n    background-position: top right;\n  }\n  100% {\n    background-position: top left;\n  }\n}<\/p>\n<p>@keyframes button-animation-rev {\n  0% {\n    background-position: top left;\n  }\n  100% {\n    background-position: top right;\n  }\n}<\/p>\n<p>a.btn {\n  margin-top: 1em;\n  margin-left: auto;\n  margin-right: auto;\n  background-image: linear-gradient(45deg, #262262 50%, #ffffff 50%);\n  background-size: 270%;\n  background-repeat: repeat;\n  background-position: top right;\n  animation: button-animation 0.65s 0.15s ease-out forwards;\n  display: table;\n  border-radius: 0.5em;\n  text-decoration: none;\n  box-shadow: 7px 4px 20px 1px rgba(0,0,0,0.15);\n  padding: 1.5em 0;\n  cursor: pointer;\n  width: 80%;\n  text-align: center;\n}<\/p>\n<p>a.btn span {\n  font-family: 'Open Sans', sans-serif;\n  font-weight: bold;\n  font-size: 2em;\n  text-align: center;\n  margin-bottom: 0;\n  margin-bottom: -0.25em;\n  width: 100%;\n  padding: 0 1.5em;\n}<\/p>\n<p>* {\n  margin: 0;\n  box-sizing: border-box;\n}<\/p>\n<p>.universal-pad {\n    margin-top: 25px;\n    margin-left: 10vw;\n    margin-right: 10vw;\n}<\/p>\n<p>ul {\n    font-size: 15px;\n}<\/p>\n<\/style>\n","protected":false},"excerpt":{"rendered":"<p>Guidelines for Creating Diverse Curricula and Inclusive Learning Environment Guidelines for Creating Diverse Curricula and Inclusive Learning Environment I. General Objectives of Curricular Review: The overall goal of this self-assessment is to encourage faculty to assess their course curricula and apply the overall CAMED Curricular Recommendations presented by CAMED Racism in Medicine Vertical Integration Groups [&hellip;]<\/p>\n","protected":false},"author":18550,"featured_media":0,"parent":0,"menu_order":89,"comment_status":"closed","ping_status":"closed","template":"page-templates\/no-sidebars.php","meta":[],"_links":{"self":[{"href":"https:\/\/www.bumc.bu.edu\/anatneuro\/wp-json\/wp\/v2\/pages\/11225"}],"collection":[{"href":"https:\/\/www.bumc.bu.edu\/anatneuro\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bumc.bu.edu\/anatneuro\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/anatneuro\/wp-json\/wp\/v2\/users\/18550"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/anatneuro\/wp-json\/wp\/v2\/comments?post=11225"}],"version-history":[{"count":12,"href":"https:\/\/www.bumc.bu.edu\/anatneuro\/wp-json\/wp\/v2\/pages\/11225\/revisions"}],"predecessor-version":[{"id":12130,"href":"https:\/\/www.bumc.bu.edu\/anatneuro\/wp-json\/wp\/v2\/pages\/11225\/revisions\/12130"}],"wp:attachment":[{"href":"https:\/\/www.bumc.bu.edu\/anatneuro\/wp-json\/wp\/v2\/media?parent=11225"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}