Syllabi Language

All faculty are strongly encouraged to include this language in syllabi to introduce your role as a Required Reporter and the University’s Non-Discrimination Statement.

My Reporting Obligations as a Required Reporter

As a faculty member, I am deeply invested in the well-being of each student I teach.  I am here to assist you with your work in this course.  Additionally, if you come to me with other non-course-related concerns, I will do my best to help.

It is important for you to know that all faculty members are required to report incidents of sexual harassment or sexual misconduct involving students.  This means that I cannot keep information about sexual harassment, sexual assault, sexual exploitation, intimate partner violence or stalking confidential if you share that information with me.  I will keep the information as private as I can but am required to bring it to the attention of the University’s  Title IX Coordinator, Elizabeth M. Garcia, or Deputy Title IX Coordinator, Christine M. Black, who, in conversation with you, will explain available support, resources, and options.  I will not report anything to anybody without first letting you know and discussing choices as to how to proceed.  The University’s Counseling Center (570-941-7620) is available to you as a confidential resource; counselors (in the counseling center) do not have an obligation to report to the Title IX Coordinator.

Non-discrimination Statement

The University of Scranton is committed to providing a safe and nondiscriminatory employment and educational environment. The University does not discriminate on the basis of race, color, national origin, sex, disability, religion, age, veteran status, gender identity or expression, sexual orientation, or other status protected by law. Sexual harassment, including sexual violence, is a form of sex discrimination prohibited by Title IX of the Education Amendments of 1972.  The University does not discriminate on the basis of sex in its educational, extracurricular, athletic, or other programs or in the context of employment.

Students who believe they have been subject to sexual harassment, sexual misconduct or gender discrimination should contact Elizabeth M. Garcia, Title IX Coordinator, (570) 941-6645 elizabeth.garcia2@scranton.edu, Deputy Title IX Coordinators Christine M. Black (570) 941-6645 christine.black@scranton.edu, or Ms. Lauren Rivera, AVP for Student Life and Dean of Students, at (570)941-7680 lauren.rivera@scranton.edu.  The United States Department of Education’s Office for Civil Rights (OCR) enforces Title IX.  Information regarding OCR may be found at www.ed.gov/about/offices/list/ocr/index.html      

 

  •  

Inclusive Teaching Resources for Faculty

Diversity and Inclusive pedagogy are student-centered approaches to teaching that pays attention to a varied backgrounds, learning styles and abilities of all learners.  They create an overaching learning environment in which students feel both invited and included in the classroom.  Research supports diversity and inclusive teaching and learning because learning outcomes are improved for everyone when the educators attend to student differences and intentionally ensure that all students feel welcomed, supported, challenged and valued.  

Video Resources:

The Office of Equity and Diversity and the Faculty Development Specialist invite you to view the following workshops:

ADD LINKS TO THE VIDEOS OF THE WORKSHOPS AND SPEAKERS.

Web Resources:

Creating Inclusive College Classrooms

http://www.crlt.umich.edu/gsis/p3_1

https://cft.vanderbilt.edu/guides-sub-pages/increasing-inclusivity-in-the-classroom/

https://teaching.cornell.edu/teaching-resources/building-inclusive-classrooms

https://cpb-us-w2.wpmucdn.com/sites.udel.edu/dist/c/6655/files/2014/03/Diversity-and-Equity-in-Learning_Jan2016-zm93qx.pdf

https://commons.georgetown.edu/teaching/design/inclusive-pedagogy/

Inclusive Teaching Strategies

https://bokcenter.harvard.edu/inclusive-moves

https://bokcenter.harvard.edu/inclusive-course-design

https://bokcenter.harvard.edu/navigating-difficult-moments

https://bokcenter.harvard.edu/inventory-inclusive-teaching-practices

https://www.chronicle.com/blogs/profhacker/tips-for-inclusive-teaching/62747

https://cndls.georgetown.edu/inclusive-pedagogy-workshop-series/

https://commons.georgetown.edu/teaching/design/inclusive-pedagogy/

https://commons.georgetown.edu/teaching/

 Difficult Dialogues

https://bokcenter.harvard.edu/navigating-difficult-moments

https://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/

https://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/#tools

 Other Resources

https://cndls.georgetown.edu/m/docs/inclusive-pedagogy-pamphlet.pdf

http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=b4f61d2d-6520-48ef-b9f4-fe053d19348d%40pdc-v-sessmgr04&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=2015-21348-003&db=psyh

https://www.acenet.edu/Research-Insights/Pages/Race-and-Ethnicity-in-Higher-Education.aspx

https://www.aacu.org/publications-research/periodicals/faculty-accountability-culturally-inclusive-pedagogy-and-curricula

https://er.educause.edu/blogs/2018/11/5-tips-for-supporting-inclusive-and-open-pedagogies

https://cpb-us-w2.wpmucdn.com/sites.udel.edu/dist/c/6655/files/2014/03/Engaging-Your-Students-on-Issues-of-Race-and-Supporting-Student-Outcomes-CTAL-web-version-ptvwx8.pdf

https://cpb-us-w2.wpmucdn.com/sites.udel.edu/dist/c/6655/files/2014/03/Course-Syllabi_statements_January2016-2gs8wet.pdf

https://cndls.georgetown.edu/m/docs/inclusive-pedagogy-pamphlet.pdf

https://www.chronicle.com/interactives/20190719_inclusive_teaching

https://equity.ucla.edu/know/inclusion-strategies/