Resource Book
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Case Book
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Literature Review
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Diversity Web Links
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Content Matters:
An Inclusive Syllabi Project
About the Diversity Institute
Mission, Goals & Strategy
The Diversity Team
The Diversity Scholars
Teleconferences
Kickoff
CIRTL Forum 2005
Unmasking Inequality:
A Self-Guided Workshop
on Educational Success
Part 2: Actions You Can Take
Diversity in Curriculum and Instruction, by Angela Byars-Winston
The first step towards inclusion, for many educators, may be tailoring one’s teaching to a diverse audience. View presentation on line or download PowerPoint file (1.4MB)
Diversity Institute Literature Review
The Literature Review profiles many innovative programs that are changing the culture of science, technology, engineering and mathematics around the nation. It outlines the disparities that currently exist and offers research-based recommendations for practice. Keywords can be used to navigate through the on line version. View the Literature Review.
Diversity Institute Resource Book
The Resource Book contains a wealth of articles on teaching, learning and diversity for instructors in science-based fields. Most of the articles are collected or adapted from teacher education materials from universities across the United States. View the Resource Book.
Writing for Change
These writing exercises can facilitate students' awareness of their use of language. The assignments vary in length and complexity. View the writing exercises.
Dance of Structural Inequality
Through this simple activity, your students can discover how issues of privilege affect their peers and friends in different ways. The exercise takes about one hour. View the facilitation guidelines and worksheet for the Dance of Structural Inequality.
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Comments, questions or problems? Please e-mail diversityteam at cirtl.net.
This material is based upon work supported by the National Science Foundation under Grant No. 0227592.
Any opinions, findings, and conclusions or recommendations expressed in
this material are those of the author(s) and do not necessarily reflect
the views of the National Science Foundation.
Copyright © 2004, The Board of Regents of the University of Wisconsin System. All rights reserved.
