Strategies and tools

• Consider the diversity of learners in the design of the course. For example, you could ask yourself:
  • “Who am I designing the course for? Who am I forgetting in the design? What assumptions do I make about the students’ backgrounds and culture?
  • In terms of materials, content, resources, activities, and assessment methods, "How am I working to ensure my course (…) is valuing a diversity of approaches and not privileging dominant forms of knowledge?"
• Design courses in which you talk less and allow more room for student voices.
• Ensure that content and materials are accessible.
• Use images that do not reinforce stereotypes, but rather show diversity.
• Select resources that represent a diversity of authors. E.g. perspectives, identities, regions, etc.
• Include equity, diversity, and inclusion statements in the course syllabus.
• Send students a survey prior to the start of the course to learn about the students’ background, learning needs, interests, and prior knowledge or experience in order to determine the preferred ways of learning.

• Be explicit about how the course works, expectations for participation/performance, and guidelines for activities or assignments. Also, adopt a similar level of expectations for all learners in your course or training session.
• Personalize your approach to communicating with your students. For example, make it clear how you are to be addressed and find out how students want you to address them (e.g., names, pronouns).
• Encourage students to get to know and support each other. Foster a healthy, positive, and engaging learning environment where everyone recognizes each other’s presence and value, and feels welcome (sense of belonging).
• Present the context, objectives and overview of the course on a regular basis.
• Consider the diversity of contexts and ways of learning when facilitating learning activities.
  • “How are you supporting and valuing students from marginalized groups … (in how they are welcomed in the group, participate in class activities, ask questions, work in groups and complete assignments, for example?)”²
• Structure discussions to include a variety of student perspectives, voices and experiences.
• Establish rules of operation and expected behaviours during learning activities. Intervene when there is disrespect.
• Avoid asking a student to speak on behalf of a marginalized group.
• Present different perspectives that reflect a diverse society and world.
• Vary the way content is presented: verbally, in writing in the Brightspace virtual learning environment, or in multimedia formats.
• Vary the examples to cover a diversity of people, backgrounds and experiences, and thus foster a sense of belonging to the learning group.
• Share information at a pace that allows students to keep up and that limits cognitive overload, which is detrimental to information integration and learning.
• Engage students in active and authentic learning activities that allow for sharing, exploration, choice of topics and/or formats, critical thinking, and that challenge them at their level.
  • "What content in your course lends itself to hands-on engagement?"²
  • "In what ways does the activity require students to question their biases and knowledge to work toward a solution?"²
  • Vary the type of activities (active learning): individual reflection, small group discussion and/or problem solving; inquiry-based learning, simulations, case studies, project-based learning, etc.
• Encourage risk taking in activities since mistakes generate meaningful experiences and promote learning.

• Provide support to students.
  E.g. guiding and facilitating learning, providing informal and formal feedback on a regular basis, offering flexible office hours (formats: virtual and/or in-person; individual or in groups).
• Offer choices of topics and assessment formats.
• Consider the diversity of contexts and ways of learning in how to assess and provide feedback. For example
  • “How do the assessments engage students in questioning and critiquing existing and established content?”²
  • How do the evaluation questions or topics take into account different backgrounds, experiences, and pathways?
  • In the case of projects as a working and evaluation method:
    “What projects can benefit both the community partners, the individuals they serve, and the student(s)?”²
• Reflect on your teaching practices:
  • Gather feedback.
  • Review lessons and the course: what went well, what could be improved, and how you plan to do it.
  • Question your biases, attitudes and behaviours in the teaching/training context:
    • “How does my social and geographical location influence my identity, knowledge, and accumulated wisdom? What knowledge am I missing?”²
    • “How does my power and privilege show up in my (teaching)?”³
    • What can I change about the way I interact with students/participants to make my teaching and their learning more inclusive?

• Add a passage in the course syllabus stating that you pledge to make the course inclusive and that you encourage students to come and talk to you about their needs, preferences, and accommodations.
• Check the availability and cost of equipment, books, and textbooks required in your course, and check whether digital or more inexpensive options (e.g., older editions, lease, library loan, discounts, bursaries, grants) are available.
  • If so, include this information in your course syllabus and inform students during the first class.
• Check the religious holiday calendar before setting your assessment dates, and keep in mind that some students observe religious rites (e.g., fasting for Ramadan).
• Clearly state expectations and how the course will proceed in the course syllabus, and make sure they align well with the course content.⁸
• Design SMART learning objectives, incorporate them into your course syllabus, and explain them to your students so they understand the goal of an exercise, a lesson, or an activity and know what to aim for.⁹
  • SMART (Specific, Measurable, Attainable, Relevant and Time-bound)
• Include a disclaimer in the course syllabus if some of the subject matter or material presented includes aspects that some might find offensive.
• Include the pronouns you use (she/he/they/her/him/il/elle/iel) in your course syllabus and in your email signature.¹¹
• Use positive and empathetic wording in your course syllabus. Avoid negative and repressive wording.
  • Example: Instead of writing “No work handed in late will be accepted,” you could put “All assignments must be submitted by the date indicated. If you think you might be unable to hand in an assignment by the deadline, please notify me as soon as possible.”¹⁶

• Incorporate international and intercultural perspectives into the curriculum and program of study (content, pedagogical approach, learning outcomes) in order to train professionals and citizens of the world.⁴¹
• Diversify and decolonize the corpus of study to include perspectives, voices, and points of view of women, racialized persons, immigrants, LGBTQ+ community members, and so on (e.g., theoretical readings, fiction, opinions, newspaper articles), and provide background for readings.
  • Tip: Include articles from other disciplines, countries, or small publishing houses, and select articles from periodicals other than those mainly associated with your field of studies.
• Consider offering experiential learning opportunities so that students can apply what they have learned and gain knowledge through environmental – and community-related projects.
• Realize how your own cultural background (multicultural, Canadian, western, etc.) and your experiences can influence your teaching. Ask yourself the following questions with regard to:
  • Content: Why am I presenting this text or this author?
  • Interaction: Do my expectations of in-class participation mirror the education I received in this culture or environment? Will those expectations be clear to everyone? (If not, provide clarification at the start of the term.)
  • Format: Why am I presenting the information in the course this way (e.g., PowerPoint, text, talk)? Will everyone be receptive to this format? Should I reconsider my choice or use a variety of formats?
  • Past experience: Is it necessary to have followed a certain path, to have lived certain experiences or to have witnessed certain models in order to grasp the proposed activity or key messages?⁶
• Consider using a variety of strategies during class, including problem solving, discussions, exercises, presentations, critical reflection, and portfolios.
  • Example: You could design an inclusive case study using a checklist.
• When planning, anticipate the points or steps that could give rise to questions, and try to nip them in the bud by including additional explanations. Allow more time for activities if necessary.
• Find additional resources your students can use during the term.
  • Examples: Glossaries, dictionaries, additional exercises, activity websites, etc.
• Make sure to balance the student workload and not overload students with too much work (readings, assignments, assessments, projects, etc.).
  • Note: Generally, one course credit equals 45 hours of work. A three-credit course represents approximately 135 hours of work, taking into account in-person or online attendance (e.g., lectures, labs), personal and practical assignments, test preparation, etc. See Academic Regulation A-2 – Course for more information.

To help you calculate hours of work, use the Student Workload Estimator tool.⁷

• The more structured your course is, the better it will be! Why? Besides providing guidance for persons who come from different cultural or academic backgrounds, who have learning difficulties, or are dealing with anxiety or other insecurities, structure will benefit the entire class by clarifying expectations, objectives, and other details.¹⁵
  • Examples: think of your course syllabus, calendar, activities, instructions, routine, documents, etc.¹⁵
• Be flexible in designing your course to facilitate learning for all learners later in the term.
  • Be mindful of the fact that you could fall behind in presenting the subject matter.
  • You may also have to modify assessments to meet academic accommodations or situational requirements (e.g., online exam due to COVID-19).⁸
• Plan a midterm feedback session to identify challenging or confusing course content.
• Be inclusive by varying the times you are available during office hours or by offering to schedule appointments on demand to account for different student schedules.

• When checking the class list before the start of term, do not categorize people based on their language or origin, and do not make judgments about their abilities.¹⁹
• Survey your students before the course to find out about what helps them learn, their prior knowledge and experience, their pronoun preference, and anything else you think might be useful in your context.¹¹
• Invite students to contact you if they need academic accommodations. Remember that students’ needs in that respect may be different at the graduate level than at the undergraduate level.
• To help orient students and foster a sense of belonging, ask your department or faculty about services, groups, associations and clubs for the student community.
• Discuss with your colleagues and your department, and coordinate your efforts to make academic courses and programs more inclusive.¹⁴

• When creating PowerPoints or other presentations, opt for simple, clean design elements. Avoid excessive animation or slides overloaded with text and images.
• Ensure that course materials show diversity. Vary gender, culture, race, areas of interest, ages, names, etc., when giving examples of people in your teaching and in your documents (written scenarios, images, photos, etc.).²⁰
• Check that all course materials (e.g., case studies, readings, information sheets) are free of offensive language and bias regarding ethnicity, age, sexual orientation, etc.
  • Tip: Ask a colleague or TA to review the course material.
• Prepare a few icebreaker activities (e.g., students take turns introducing themselves) so people can get acquainted at the beginning of term. Some suggestions:
  • Activity on respect: Have the group explain what respect means. The goal is not to come up with an exact definition, but rather to lay the foundation for respect in the class as well as to initiate and maintain constructive discussions on equity and social justice.
  • Activity on identity: Have the students introduce themselves by giving their full name and explaining the story behind it (who gave them that name). Does it have particular significance? Do you know the ethnic origin of your name? Do you have a nickname? If so, how did you obtain it? By what name do you prefer to be called?¹⁰
• Prepare your classes so that content is spread out over several lessons, and include practical activities to avoid cognitive overload and promote integration of learning.
• Create or use course material (content, activities, tests, etc.) that facilitates learning by relating it to real life as well as students’ personal experiences or field of study.
  • Examples: Think of scenarios or examples that stem from real life, applications of theoretical concepts, reflections on a work term or on exercises, inclusion of different life perspectives, resources from actual organizations, opinion letters, logbook, etc.¹⁷
• Consider including activities that will encourage students to reflect on what they have learned and to set goals for the year or for specific exercises and tests. Self-reflective activities promote inclusion by taking into account each person’s reality.
  • For projects, have the class create a timeline and action plan with goals to be met by certain dates.
  • Suggest that work groups identify the responsibilities of each member.
  • Have students anticipate challenges.¹⁸

• Vary assignments to create stimulating challenges for students, and diversify assessment methods to multiple the ways in which learning can be demonstrated (e.g., written, oral, group work).⁴
•  Promote autonomy and strategic thinking by giving different options (open/closed) for assignments. These options help to reach all learners in the classroom.
  • Examples: Choice of topic, choice of format (podcast, text, oral presentation, video).⁵
• Clearly state your expectations for the assignments to be completed:
  • Include them in the course syllabus.
  • Prepare assessment rubrics for assignments.
  • Explain them by using different communication methods (e.g., written text, explanations in class, video notes in Brightspace, etc.).
• Review the language used in your documents (e.g., notes, PowerPoint presentations) and in your assessments to ensure it is clear, easy to understand, and non-technical.
  • Questions to ask yourself: Is the language used in the test suited to the students’ level? Will they understand the information that is not directly related to the coursework?
• Prepare examples and counterexamples for exercises and assignments to be completed during the term. These not only illustrate the concepts being taught, but also convey them in a different way, which greatly enhances learning.
  • Tip: Present assignments from previous years if you have taught the course before.
• Design assignments so they do not unduly penalize students who would want to branch out or take risks by choosing an unusual or specific topic.
• Allow enough time for assignments. Estimate the time required and add a “buffer” for contingency purposes.
  • Tip: Use the Student Course Workload Estimator to assist you with your estimate.⁷
• Consider preparing assessment rubrics for course assignments. This not only facilitates marking, but also provides a framework that will clarify expectations and objectives.
•  Space evaluations in a way that allows you to provide substantial feedback between assessments. Feedback is a winning strategy for encouraging student progress.
• Familiarize yourself with different grading formats (hardcopy, online, Brightspace surveys) so students may submit digital or hard copies for assignments.
• Have students submit assignments in stages or in chunks, and allocate marks accordingly.
  • Examples: Submit outline or topic, submit bibliography, submit the first part of research report, submit the second part.¹³
• Consider the possibility of allowing students to hand in preliminary versions of assignments for assessment (by you, your TA, or student peers) so they can receive feedback before final submission.

• Structure your course in Brightspace in a consistent manner and aim for a simple and predictable layout of information. The simpler the navigation, the more likely everyone in the class will find their footing in the virtual space. To do this:
  • Use modules to organize your course, and give them descriptive names (”Module 1-Microbes” and not simply “Module 1”).
  • Structure course documents and webpages using header and title options so that everything is clearly identifiable within the site.
  • Make sure to give each link, document, or file a unique name that makes the content immediately clear (“Instructions-Final Dissertation;” “Detective Fiction Course Video”).¹²
• Create a welcome or home page in your virtual course space (e.g., Brightspace, Canvas or Moodle) to introduce the course and guide the class.
• Make sure to upload all the course essentials to your virtual course, including the course syllabus, presentations, tools used during the course, exercises, multimedia material, and documentation, so students can follow along online and explore these materials further.
• Use the Accessibility Checker of your Learning Management System (LMS) and the “Check Accessibility” feature in Word and PowerPoint when creating content and documents.
• Create an FAQ from questions that were frequently asked in the past and make it available to your students in your virtual course. This can help guide students who may not be familiar with the LMS and the structure of the course, as well as mend gaps in knowledge.
• Check that any digital material you use, for example in your virtual course, is readily accessible and useable.
  • Tip: Solicit feedback from users (e.g., TAs, colleagues, students) and test user-friendliness.
• Set up a question and discussion space to facilitate peer collaboration in your virtual course.

• Carefully choose the images, messages, and opinions you intend to use in class, and take the time to ponder what they convey.
  • Do the images convey stereotypes (e.g., photo of a Black athlete or an Asian person working for a high-tech company)?
  • Are the messages tinged with prejudice (e.g., a person who doesn’t have a post-secondary education is automatically poor)?
  • Are the questions you ask your class to solicit opinions unbiased?³⁴
•  Facilitate notetaking in a variety of ways.
  • Organize course notes using a classification system (consistent order, numbers, colours, captions, symbols, etc.).
  • Add visual elements to synthesize information (graphics, diagrams, images).
  • Provide course materials, exercises, and notes in advance.
  • Provide partial PowerPoint presentations or course notes to be completed in class.
  • Incorporate memory strategies (key phrases, memory joggers) into your teaching and course notes.
  • Prepare lesson outlines or plans and provide them at the beginning of each class to help students follow along and organize their notes. Bullet points, a summary, or a table of contents will suffice.
•  Create checklists to guide students in the course (procedure for handing in assignments, steps to follow, activities to be completed during the week).
•  Review your material (particularly PowerPoint slides) to ensure information is clear, layout is consistent, and language is understandable (no superfluous jargon).
•  Make sure that documents provided to students are accessible and inclusive.
  • Aim for a simple presentation (a simple font, a minimum font size of 20 points and a contrasting background) when creating PowerPoint presentations (or equivalent).
  • Use the Accessibility Checker in Brightspace and the “Check Accessibility” feature in Wordand PowerPoint when you create or edit documents.
  • Add alternative text to describe each image, video, animation and table in a PowerPoint presentation, Word or PDF document, web page or Learning Management System module. 
  • Choose Word documentsand accessible PDFs, or put two versions of the same document online.

• Draft objectives for each course and communicate them to your class to help everyone understand the goals of a given exercise, lesson, or activity, and the desired outcome.⁹
•  Think of what you would like to say at the beginning and end of your classes in order to establish a routine.
  • Tip: Begin with an informal chat to create a sense of belonging in the class, and conclude by summing up the main points and stating what has to be done for the next class. In addition to reducing confusion, this strategy gets everyone in the class on track.²⁵
•  Facilitate notetaking in different ways at different times.
  • Regularly refer to the course calendar and syllabus.
  • Emphasize important terms and concepts.
  • Organize course notes on the blackboard or on screen in a consistent manner. Use colours, a legend, symbols, etc.
  • Use charts, diagrams, and images to summarize information.
•  If you directly address topics and issues related to race, cultural differences, sexual orientation, or gender in your classes, be ready to present the topics.³⁹
  • Tip: Check out these sites and strategies:
    • Teaching Race: Pedagogy and Practice
    • Teaching Beyond the Gender Binary in the University Classroom

• When checking the class list before the start of term, do not categorize people based on their language or origin, and do not make judgments about their abilities.19
• Create a welcoming atmosphere (in person or online) for everyone by encouraging communication, support, and mutual assistance.
• When speaking, always face your students to maintain eye contact with them. Turn your webcam on when teaching online. Use a microphone in class when possible. These communication strategies encourage all students to engage, and especially those who are deaf or hard of hearing.28
• Remember that being open to diversity and being inclusive entails more than symbolic actions and choices (tokenism). Your approach must be sincere and enable everyone to feel understood and heard.35
• Check universal accessibility of the building, classroom, equipment and materials used in the course.
• To fully support students, inquire about places on campus where students can work in groups, study, or access services, software, or other technology.32

• During the first few classes, read and explain your course syllabus statement on inclusion, accessibility, and diversity, and ask your students to contact you if academic accommodations are needed.27
• Use inclusive language:
  • At the beginning of the course, ask the students individually what pronouns (she/her/he/him/they/them/il/elle/iel) and first names they prefer. In large classes, you could do this by taking a survey or use Brightspace (e.g., discussion forum, first formative assignment). If you are teaching online (Zoom or MS Teams), ask each student to say their full name and the pronouns they prefer.
  • If you use the wrong pronoun for someone, apologize and continue the class. Make sure to correct students who use incorrect pronouns when referring to their peers during the class.
  • Make an effort to pronounce names properly (ask for the correct pronunciation if you are unsure). Even if you have difficulty pronouncing someone’s name, keep trying. It’s important, and your effort will be noticed.
  • Vary the use of pronouns and genders in your examples so that everyone feels represented.
  • Do not use language that could offend a specific group (ethnic group, gender, etc.).
  • Keep abreast of language trends and evolution, and use appropriate vocabulary when referring to members of society (e.g., Black, racialized community, Indigenous, Afro-Canadian, non-binary person, person with a disability, etc.).30
• Present expectations and course rules explicitly during the first class, and repeat them at key intervals.
  • Examples of class norms:
    • During discussions, remarks with “I.”
    • Discussion topics can be controversial. You don’t have to agree with everyone. All opinions are valid, but you have to listen to others and justify your reasoning.24
• Plan icebreaker activities at the beginning of term and do check-ins during the term. Some suggestions:
  • Activity on respect: Have the group explain what respect means. The goal is not to come up with an exact definition, but rather to lay the foundation for respect in the class as well as to initiate and maintain constructive discussions on equity and social justice.
  • Activity on identity: Have the students introduce themselves by giving their full name and explaining the story behind it (who gave them that name). Does it have particular significance? Do you know the ethnic origin of your name? Do you have a nickname? If so, how did you obtain it? By what name do you prefer to be called?10
• To promote inclusion and learning, don’t be afraid to give personal examples in order to initiate the discussion and show that you are aware of power dynamics.
  • Example of a possible approach: “As a White professor having grown up in Ontario, my upbringing was based on …, but I am open to changing my way of thinking if you have any suggestions.”38
• Inquire about your students’ areas of study, prior knowledge, past experiences, and interests to establish a connection with them and, draw on that information when giving examples in class (e.g. activities, content, choices offered, and varied examples).

• Make sure to put each day’s class and lesson in context, and to summarize and recap during the class.
• Come to class (in person or online) ahead of time and be available after class for discussion purposes.
• Ask students questions as you teach and present new information to help them absorb the subject matter and to immediately clarify any misunderstood points.34
• Include several cultural models in your teaching. The western approach to teaching often begins with theory or the raw subject matter – the most abstract part – before moving on to practical examples and applications. Consider varying your strategies and approaches in the classroom. Suggestions:
  • Begin by giving examples, case studies, or practical cases, and have the students deduce the theory, subject matter, or procedure from them.
  • Have students create their own examples or scenarios to illustrate or put the theory in context.
  • Solicit experiences, impressions of readings, examples, and questions. Take a moment to reflect before presenting commonalities and extracting the main ideas.40
• Focus on teaching sequences that promote active learning and vary learning activities (e.g., problem solving, case studies, discussions, practical exercises, critical reflection, lectures/student presentations).
  • Example of a teaching sequence: Begin with a mini-lecture (maximum 20 minutes); switch to an individual reflection or problem-solving activity; have students discuss in groups; discuss answers; go back over subject by reviewing highlights and adding any missing information; end with a quick survey to check everyone has understood.
• Allow time for informal chats during class, with and without you. To make everyone feel included, it is important to cultivate personal contact with your students.
  • Tell them about you and your life or professional experiences.
  • Share personal examples and stories.
  • Send personal messages to students who did a good job, stood out, etc.
  • Address difficult situations at the most appropriate time (impact of COVID-19, interview periods, etc.) in order to recognize the issues impacting learning, to be considerate and to offer support, where appropriate.26
• For group assignments or activities, set aside time in class so the teams can get acquainted, discuss, and plan their work.32
• During work periods, labs, or group activities, specify the approximate amount of time required to complete each task.
  • Example: 10 minutes to read the case study, 10 minutes to answer each question, 10 minutes to discuss in groups, etc.32
• Issue regular reminders (tasks to be performed, resources or clarifications) using a variety of methods (e.g., on Brightspace, in class, email).
• Give students short cognitive breaks during class to clear their minds.
• Near the end of class, or after it, have the students answer a quick question on the material covered (or write a short summary) in order to assess learning informally, to check how well they understand the concepts, check attendance (if necessary) and establish a starting point for the next class.23

• Vary gender, culture, race, areas of interest, ages, names, etc., when giving examples of people to the class and in your documents (written scenarios, images, photos, etc.), making sure to include the historical, situational, or cultural background required to understand the example, question, or scenario presented.20
• Use a variety of formats and approaches to reach everyone regardless of learning preferences, background and to connect with your students.21
  • Examples: Use stories, metaphors, definitions, statistics, question periods, PowerPoint presentations, hardcopy, blackboard, etc.
• Focus on knowledge transfer and generalization by providing specific examples that are tied to the job market, job searches, research, and life in society.
• Use many examples and counterexamples to illustrate course concepts and theories. As much as possible, use real-life examples and ensure they are easy to understand.
• When projecting pictures or graphs, or when using the blackboard in class or on screen, take time to verbally describe what is being shown.
• Define less familiar terms and explain new concepts. You could also provide a glossary explaining how you, or a given discipline, use specific terms so everyone understands and can follow along.
• Be honest about what you know about a culture, ethnic group, tradition, sexual orientation, race, experience, or problem, and remind yourself that you are not an expert in everything.34
• Before beginning a discussion on a sensitive or controversial topic, prepare yourself and the class:
  • Remind everyone to be respectful.
  • Anticipate feelings of discomfort that may arise during discussions or at the sight of certain images, etc.
  • Remember that it is normal for people to have differences of opinion and that such discussions can create tensions.
  • Stress that only ideas – and not people – should be criticized.
  • As a role model, remember that it is very important to listen. Your role is not to “sterilize” discussions, but rather to welcome the different perspectives shared by students.36
• Use inclusive language:
  • Vary the use of pronouns and genders in your examples so that everyone feels represented.
  • Do not use language that could offend a specific group (ethnic group, gender, etc.).
  • Stay on top of language evolution and use appropriate vocabulary when referring to members of society (e.g., Black, racialized community, Indigenous, Afro-Canadian, non-binary person, person with a disability, etc.).30
• If the language used in the work being studied could be considered offensive, be sure not to reproduce the stigma in the classroom. Instead, have the students reflect by asking questions about the relevance and study of the texts, videos, or sources in question.
  • Example: You could ask the students whether it is relevant to be studying texts or sources that use such language (e.g., racist, sexist) or if we should excuse misogyny, homophobia, racism, etc. in texts from other time periods. By having such a discussion, you will be able to broach hot-button topics without reproducing or focussing on their offensive or backward nature.38

• Be clear and explicit about the code of conduct expected during the course and about how students are to interact in the classroom and online.
  • General code of conduct: Do students have to raise their hand, or can they speak whenever they want? Should questions be asked in a certain way? Should students have a computer, smart device, or books in class?
  • Netiquette: Should questions be entered in the chat box (Zoom/MS Teams)? Should webcams be turned on during online classes? Should microphones be muted?
• Make sure to interact regularly with your students and to facilitate interactions with faculty members involved in your courses.
• Plan different ways for students to participate and allow them to take part in activities anonymously.²⁶
  • Examples: Live questions/answers (remotely or in person), chat, online forums and discussions, ad hoc activities, peer discussions.
• Acknowledge and validate, or correct and redirect, all questions and comments during class, even if they are inappropriate, inaccurate or irrelevant.³³
• Repeat student comments and questions before answering them or giving the floor to others. Summarize answers and subsequent comments.
  • This will allow you to validate your understanding of the answers and comments; to frame the conversation; and to bring out themes and links between these themes.
  • Also, you will be facilitating the understanding of people who may be sitting at the back of the room, following the course from a distance, or who have hearing or information-processing limitations, for example.
• Use polls and reactions during online classes to survey your students, interact with them, identify their areas of interest, check that things are okay, etc.
• Do not try to fill every silence. Instead, pause from time to time and give students a chance to think and respond, whether the class is online or in person. Such moments of silence give people time to think, catch their breath, and organize their notes.³¹
• Show a genuine interest in the students’ culture, language, and experiences. By asking questions and taking an interest in others, you will avoid stereotypes, prejudices, and hasty judgments.³⁷
• Intervene if someone attacks or harasses someone else.
  • Examples of harassment: intimidating looks; comments about appearance; vulgar gestures; provocative sounds; whistling; racist, xenophobic, homophobic, sexist, transphobic and age-related slurs.
  • See the 5 Ds of Bystander Intervention ror guidance on what to do.
  • If it is not safe to intervene, call Protection Services (613 562-5411) if you are on campus. Remove the person from the meeting if you are teaching remotely.
• Show your students how to conduct themselves respectfully in class by setting an example yourself.
  • Tip: You needn’t hold a workshop on civics. You are teaching by example when you are polite and respectful, when setting out the rules or procedure for an activity, when discussing behaviours expected in class, when explaining aspects of group work, when you give different perspectives on a topic, or when you teach.¹⁴

• Remind students that we all learn together.²⁵
• Encourage collaboration, teamwork, sharing circles, networking, and sense of community during classes, labs, and work periods.²⁹
• Encourage students to work with different partners to enrich and diversify discussion.²⁹
• For discussions, make sure to create a collaborative discussion with space for everyone. Do not let a few students monopolize the conversation.
  • Tip: Keep a list of raised hands and call on students to ask their questions/make their comments in the order hands are raised.
• Make sure that all viewpoints are heard, considered, and valued in the class.
• Intervene if someone attacks or harasses someone else.
  • Examples of harassment: intimidating looks; comments about appearance; vulgar gestures; provocative sounds; whistling; racist, xenophobic, homophobic, sexist, transphobic and age-related slurs.
  • See the 5 Ds of Bystander Intervention for guidance on what to do.
  • If it is not safe to intervene, call Protection Services (613 562-5411) if you are on campus. Remove the person from the meeting if you are teaching online.

• For each summative and formative activity, state your expectations clearly and provide the instructions or information students need to succeed.

• Show students how to assess and critique their own work and efforts so they can better understand the meaning of work and learn to persevere.22

• Present the answer key for exams and class exercises to guide learning.22

• Avoid stereotypes: Provide students with the support they need based on their outcomes and requests, rather than on preconceived notions about particular ethnic, linguistic, social, or other groups.

  • Example: don’t judge the quality of an examination paper based on the name of the person (e.g., name associated with a particular ethnic group, foreign-sounding name, French name, English name) who submitted it.19

• Do not hesitate to provide feedback prior to final submission of a project.

• Note student accomplishments. Congratulate them in class by highlighting their strengths and their accomplishments during a discussion period or an activity, for example.

• Allow assignments to be submitted in paper or electronic format.

• Be flexible in scheduling assignment and exam dates. Consider difficulties or complications that could arise owing to holidays or religious observances, traumatic events (shootings, killings, protests), COVID-19 ramifications, external disturbances, etc.

• Adjust your teaching based on student concerns or feedback communicated during class.
• Provide feedback on assessments and course activities. Highlight strengths and progress, such as in your marking and communications.
• If a sensitive topic or uncomfortable discussion arose during class, take the time to reflect on it afterward and think of what you could have done differently to diffuse the situation or ease tensions.
• For clarity, make sure that hyperlinks in your documents are identified by a word or text that describes the resource.
  • Recommended wording: TLSS website
  • Avoid: https://saea.uottawa.ca/site/en or Click here
• Make sure your recordings (audio, video) have subtitles or transcripts.
• If you made important announcements in class, you should also communicate by email or on the course virtual space.
• Ask students if your instructions concerning an assignment or exercise were clear, and consider how you could clarify them if need be.³⁴
• Be mindful of everyone in your class. If necessary, check in with students who appear to be having difficulty by:
  • Referring them to the appropriate services and resources.
  • Reminding them of when you are available, offering more times if need be.
  • Scheduling a meeting to provide feedback and suggestions as support.
  • Planning a review or catch-up session.
• If a student revealed personal information about a disability or learning difficulty, do not disclose it to others. Talk to the student, either by email or privately, about academic accommodations that will be requested and implemented, and about support strategies, tools, and communication methods you plan to use with them to facilitate course accessibility and support their learning.

• Check the material used during the course (notes, presentations, videos, podcasts, etc.) and determine what could be improved in terms of accessibility and inclusion (transcripts, multiple versions of documents/files, etc.) before teaching the course again.
• Assess the accessibility and effectiveness of your virtual course space. Note how you could minimize browsing steps (number of clicks), information searches, and page scrolling the next time you teach the course.
• Plan for time to review your course in order to diversify the resources used (e.g., videos, podcasts, readings). Remember that providing material in different formats for a given activity is beneficial to all students in the class.
• Create a Frequently Asked Questions page from questions asked often during the course or on a given topic.
• Explore new resources (websites, readings, information sheets) and new services (on campus, in the region, or online) with the aim of proposing them to the class the next time you teach the course.

• Review your course evaluations and survey your students to find out what they think about the format of the course and its various aspects (e.g., material, structure, activities).
• Make a list of sessions, activities and assessments that went well, and of those that could be revisited or modified.
• For the sake of continuous improvement, think of any unconscious biases you may have or express.

• Check links in your course syllabus and in your virtual course space to ensure that they are working properly and lead to the correct webpages.
• Review content and documents provided to students in order to correct any errors or typos you may have missed, and review what could be further simplified to enhance student understanding.

Burgstahler, S. E. & Cory, R. (2008). Universal Design in Higher Education. From Principles to Practice. Harvard Education Press.

• 1See in particular: ACUE (n.d.); Twyman-Ghoshal & Carkin Lacorazza (2021, March 31); Beaudoin (2018); TLSS (2022); Forstall Lemoine (2019); Singhal & Gulati (2020); Kachani, Ross & Irvin (2020); Bass & Lawrence-Riddell (2020); Sathy, V. & Hogan K. A. (2019); Harvard University (n.d.)
• 2Twyman-Ghoshal & Carkin Lacorazza (2021).
• 3Question adapted from Twyman-Ghoshal & Carkin Lacorazza (2021).
• 5See: Styres, 2017; CAST, 2018; Fritzgerald, 2020.
• 6See: Burgstahler, 2015, p.36; Chatelain, 2018.
• 7 See: Barre et al. 2020.
• 8 See: Fritzgerald, 2020
• 9 See: Tobin et Behling, 2018, p. 105
• 10 See: The Online Master of Social Work Program, 2020.
• 11 See: Harbin et al., 2020; Rouder, 2021.
• 12 See: Open UBC, 2021.
• 13 See: Burgstahler, 2020b, p. 4.
• 14 See: Carson-Byrd et al., 2019.
• 15 See: Sathy et Hogan, 2019.
• 16 See: New York University, 2021.
• 17 See: Styres, 2017; Fritzgerald, 2020.
• 18 See: Styres, 2017.
• 19 See: Oxner and Bandy, 2020.
• 20 See: Rouder, 2021.
• 21 See: CAST, 2018; Tobin & Behling, 2018, p. 25; Burgstahler, 2020b.
• 22 See: Fritzgerald, 2020, p. 122.
• 23 See: Oxner et Bandy, 2020; Centre for Teaching, 2021.
• 24 See: Fox, 2018; Fritzgerald, 2020.
• 25 See: Hogan et Sathy, 2020.
• 26 See: Sathy et Hogan, 2019.
• 27 See: Johnston and Doyle, 2011; Burgstahler, 2020b, p. 4.
• 28 See: Krasnoff, 2016, p. 4.
• 29 See: Krasnoff, 2016; Styres, 2017.
• 30 See: Rouder, 2021; Harbin et al. 2020.
• 31 See: Johnston and Doyle, 2011; Ontario’s Universities Accessible Campus, 2022.
• 32 See: Johnston and Doyle, 2011.
• 33 See: Krasnoff, 2016; Centre for Teaching Excellence. (n. d.). Supporting Students’ Mental Wellbeing: Instructional Strategies. s University of Waterloo.
• 34See: Krasnoff, 2016.
• 35 See: Adams and Bell, 2016; Fox, 2018.
• 36 See: Fox, 2018; Boston University, Center for Teaching & Learning, n. d.
• 37 See: Fox, 2018; Oxner et Bandy, 2020.
• 38 See: Fox, 2018.
• 39 See: Thurber et coll., 2019; Harbin et al., 2020.
• 40 See: Chávez & Longerbeam, 2016.
• 41 See: International Office, 2021.