SL/CE Faculty Resources


Create an Inclusive Learning Environment, Carnegie Mellon, –

Creating an Inclusive Classroom Community for LGBTQ Students, Arizona State University – pdf

Office of Diversity, Equity, and Community, University of Colorado Boulder –

Diversity and Inclusive Excellence, Association of American Colleges and Universities –

Diversity & Inclusive Teaching, Vanderbilt University –

Facing History and Ourselves, website –

Inclusive Teaching Strategies, Cornell University –

Reducing Stereotype Threat, website –

Resources for Leveraging Diversity in the Classroom, University of California at Berkeley –

Strategies to Create an Inclusive Classroom, Red River College –

Teaching for Inclusion, University of North Carolina at Chapel Hill, – pdf


Faculty are encouraged to show and discuss these videos with their students:


We are always looking for more examples of classroom activities. Please consider sharing yours with the CTL for posting here:

  • A Fact Sheet on Psychological Disabilities |Word|
  • All My Neighbors |Word|
  • Assumptions & Stereotypes |pdf|
  • Audio Transcripts |pdf|
  • Barnga Instructions |pdf|
  • Can I Borrow Your Cat? |Word|
  • Circle and Share |Word|
  • Circles of My Multicultural Self |Word|
  • Class & Poverty in the U.S.: A Re-Perception Quiz |pdf| & Answer Key |pdf|
  • Connection |Word|
  • Corporatization & Poverty Fact Sheet |pdf|
  • Courteous Questioning |Word|
  • Decking Order |Word|
  • Digital Sexism Quiz |pdf| & Answer Key |pdf|
  • Diversity BINGO |Word|
  • Diversity – Past & Present |ppt| & Directions |Word|
  • Do you hear who I am? |Word|
  • pdf| & Answer Key |pdf|
  • Identity Fling |Word|
  • Lest We Forget |Word|
  • May I Ask You Some Questions? |Word|
  • Mirror, Mirror |Word|
  • Multicultural Ground Rules for Discussion |Word|
  • Muslims Are People |Word|
  • Race Card |Word|
  • Stand Up |Word|
  • Stepping Forward and Back |Word|
  • Stories Tell All |Word|
  • Two Lefts |Word|
  • Two Sides to Every Story |Word|
  • Walk-A-Mile |Word|
  • What is in a label? |Word|
  • Who Am I and Who I Am |Word|
  • Who Are the Nacirema? |pdf|
  • Who Said It? Quiz |pdf| & Answer Key |pdf|

Resources to promote civic engagement at ACM gathered at the 2016 Civic Learning and Democracy Education Meeting in Indianapolis, Indiana – this past summer.


Develop educational initiatives/classes that specifically focus on political engagement

  • Build social cohesion – work to create administrative, faculty, student collaborations
  • Communicate a deep caring for well being of students – examples are integrative learning, student food pantry stocked by faculty, students and staff.
  • Mindfully create spaces, activities and events where students can recognize inequalities.
  • Build social justice initiatives, civic engagement, politics on tap, news round-up, small classes, connections with professors and students into the schedule.


  • Pervasive Political Discussions and Deliberative Dialogues on Issues
  • Formal and informal spaces to talk on campus
  • Show “How to Understand Power”
  • spaces for disagreement and follow-up conversation
  • “Center for Public Deliberation” University of Houston-Downtown
  • invite audience perspectives – after a speech is given
  • Invitational Speech – See:
  • Political Learning /English 101 – choose a local community issue:
    • Identify a real-world problem
    • Examine the problem in different ways
    • Use your discipline to study solutions
    • Disseminate your findings in a public forum
    • Reflect on the experience
  • Develop habits of daily advocacy and ask students to provide examples.
  • Discuss and implement projects that work toward change outside of government.
  • Invite Judges, Political Reps, to speak in Class on issues that you are discussing
  • Walk 2 Vote campaign – walk students through the process of planning their own civic engagement program on their campus: voter deputy training (if required by state law), marketing campaigns, voter registration campaigns, funding resources, civic research, registration/ voter turnout contests and a celebratory event which includes musical performances, keynote speakers and concludes with everyone walking to vote together.
  • Consider digital badging – case studies and research findings openly available online:
  • Discuss the civics education test –
  • Build a Wikipedia site on a local social issue or campaign.
  • Build an on-campus Democracy Wall where issues are posted and responded to.
  • Have a weekly “Speak Out” café gathering where issues are discussed.
  • Scale up your civic engagement assignments –
  • Utilize for online classes and distance learning. Also for onsite. This allows students to ask questions that they might not otherwise offer in class.
  • Encourage students to take leadership positions in the community – ex. join a board and bring that information back to class so they can learn from it. Remember, leadership means being active: 5 ACTIVITIES OF LEADERSHIP:
  1. Leadership is an activity not a position
  2. Anyone can lead anywhere and anytime
  3. Purpose must be clear
  4. It starts with you and must energize others
  5. It involves taking risks
  • Google “civic learning.” Have group leader write on board. Discuss and develop.
  • Focus on local issues. Discuss how framing. Research. Create Solutions. Implement.
  • What is reality? Plato’s Allegory of the Cave. Are we blinding ourselves to reality?
  • Conduct a community based research project with the class and publicize widely.
  • Check for understanding – use:
  • Check for understanding – record student performance with a focused observation form, to check level’s of understanding.
  • Storytelling expresses ideas:
  • Create a voter registration assignment for the class. Ask students to research and find ways to engage students in the voting process and go to the polls. Take on aspects of the task over the semester. This might include:
    • Students completing a voter’s drive outreach assignment for class
    • Focusing on developing topics that would appeal to students.
    • Creating a power presentation and reflection journal.
    • Telling personal stories – building empathy / learning around issues
    • Focus on the importance of storytelling and how this is used in political campaigns.
    • Set up booth and give out information to the public as part of class time.
    • Reframing civic engagement beyond voter registration
    • Work with an invisible community (i.e. homeless) and work to make them visible – use media
    • Talk about what would happen if we can organize the invisible communities?
    • Look at ballot issues and work it backwards to connect it to voting
    • Communicate with elected officials as part of class -build power and “voice” your truth




  • share responsibility for decision-making and learning
  • Positional authority and shared power with student, faculty and staff leadership
  • Be responsive to student activism
  • Create mock voting polls on campus
  • Consider using org, 2016


  • Discuss what the challenges are that African American’s face.
  • Volunteer at historical sites where – Jane Gates Heritage House – Cumberland, MD
  • Sinclair Community College – Change Agents –– mission and program permeates campus – book reads – that expose ourselves and help us understand and assist.
  • Show the Freedom Riders Film – National Endowments Film. Talk about local racism – as it was experienced historically and how it still exists today. Conduct a panel with local leaders to speak to the issues. Find out what solutions are being worked on. Ask for student involvement and implement solutions that they organize around.
  • Collect testimonials about how people have experienced discrimination in the community and when they thought they would and it didn’t happen. Make a youtube video and post it.
  • Incorporate Moral Monday activities –
  • CMU:
  • Extreme Inequalities exist – speak to mass incarceration, full participation in our political and cultural structures, and the fundamental questions about who we are.


Use DELIBERATIVE DIALOGUE to promote critical thinking. This involves:

  • Asking questions
  • Dialoguing with one another
  • Saying what you think
  • Having an interest in what others are saying
  • Not focused on debating and winning points
  • More focused on how to solve issues
  • Consider if you are willing to sacrifice something?
  • Understand that there are diverse perspectives.
  • Talk about what would make a difference.
  • Talk about who is missing at the table? What might they add or challenge us to think.
  • Move toward collective decision making that are well-reasoned decisions.


Public figures such as Michelle Obama and Sonia Sotomayor have spoken out from personal experience about the “identity threat” that underrepresented student groups can face when trying to fit in on their low-diversity college campuses.

A new TCF report sponsored by Pearson, “Promoting Inclusion and Identity Safety to Support College Success,” looks at how negative stereotypes and perceived bias can act as barriers to motivation and academic success for low-income, first-generation, and racial/ethnic minority students.

How can we maximize college outcomes and help underrepresented groups meet their full potential? The report’s authors, Mary Murphy and Mesmin Destin, say we need a renewed focus on studying and adapting the college environment itself, which often fails to promote a sense of inclusion, support, and identity safety for students from low-status groups.
“[At Princeton, I felt like] a visitor landing in an alien land. . . . I have spent my years since Princeton, while at law school . . . not feeling completely a part of the worlds I inhabit.”


Join the conversation online via @TCFdotorg. For more information on recent publications from The Century Foundation, visit

Mary Murphy


Mary Murphy is an associate professor of psychological and brain sciences at Indiana University and a fellow at the Center for Advanced Study in the Behavioral Sciences (CASBS) at Stanford University during the 2015–16 academic year.

Mesmin Destin


Mesmin Destin is an assistant professor at Northwestern University in the Department of Psychology and in the School of Education and Social Policy.



This information comes from a service learning and civic engagement workshop held on April 18, 2016, which was hosted by Frostburg State University, and led by expert Gail Robinson. (More about Gail here.)

This can be used to help develop service learning in syllabuses that look to enhance service learning, meet community needs, foster civic responsibility, promote civic engagement, and activate civic learning.

SERVICE LEARNING – csyllabusombines classroom learning with community service – focused on locally identified needs – while developing critical and reflective thinking, as well as personal and civic responsibility skills.

CIVIC LEARNING AND DEMOCRATIC ENGAGEMENT – educational experiences that prepare students for informed and engaged participation in civic and democratic life. 


Class presentations – students share what they have learned from service learning while synthesizing personal experiences with course learning.

– Community murals – creative collective presentations (poster boards or more permanent displays) about aspects of an issue that a community faces.

– Contracts and logs – a student’s continuous summary of activities (dates, times, assignments) and progress towards service learning goals.

– Directed readings – Additional social and civic responsibility readings that discuss the broader or local context as it relates to social responsibility and civic literacy. (I.e., newspaper articles, poetry, short stories, etc.)

– Directed writings – that prompt students to reflect on what they have gathered at service learning sites – connecting course content to current day problems.

– Email discussion groups – connects students at a particular site so they can learn from each other and solve problems, identify patterns, and have open discussions about what they are encountering. Share moderation tasks of the email group.

– Reflective essays – focus on personal development through experiences, academic connections, and recommendations for future actions. Clearly state goals to student.

– Ethical case studies – create case study focusing on ethics related to site learning experiences (maintain confidentiality). Present to class and identify issues, diversity of values, and practice ethical decision making in the process. 

– Free association brainstorming – write down thoughts on experience, before, after and during – and then post on three sheets – each with a happy, sad or bewildered face. Explain to class.

– Fish bowl – ask for 5–7 student volunteers to answer instructor/student questions – encouraging student to maintain discussion. Other students can join if they have something to add, while one steps out.

– It’s my bag – ask student to bring bag with one or two items that remind them of how they feel about service assignment.Bring to class and connect abstract with the concrete.

– It’s your thing – as a culminating activity ask students to “perform” what they learned…can be poetry, painting, drawing, sculpture, music, games, puzzles – or other creative outlet.

– Values continuum / four corners – ask students to go to a corner – one is agree, strongly agree; disagree, and strongly disagree. State the question – ex. “Should community colleges be free?” Now discuss.


– Personal journals – write freely about personal experiences weekly.

– Dialogue journals – submit weekly for faculty to read and comment on

– Highlighted journals – highlight parts of journal that relate to course concepts

– Key phrase journals – integrate weekly key concepts with journal entries.

– Double-entry journals – on one side write experience – and class discussion on other side

– Critical incident journals – how students respond to critical incidents with reflection.

PERSONAL NARRATIVES – written in narrative form to tell a story with student voice.

PHOTO ESSAY – Use photos to reflect on main themes – key concepts

PORTFOLIOS – collection of everything learned in class…contract, journal, writings, essays, etc.

PUBLICATIONS – create publications for community service site

QUOTES IN SONGS – students find a song and share how it connects to their experiences. Or write lyrics to the score and share with class.

VIDEOS – use a community participatory research model. Invite experts into the class room to talk about issue. Gather data, dialogue about solutions – and create video to present to community.

The seven components of service learning:

  • Developing student leadership/empowerment
  • Collaborative partnerships / reciprocity
  • Preparation (context, research, design)
  • Action (service resulting from research)
  • Reflection (writing, discussing, evaluating)
  • Demonstration (presenting, advocating, performing)
  • Celebration / recognition

Also consider: Is reflection ongoing? Do you help students develop learning/service objectives? Are you helping students develop critical thinking skills? Are you helping students to become more effective citizens in a democratic society? Are your service learning assignments academically rigorous? Are students gaining an in-depth understanding of their community and the issues that the service projects address?


Curriculum Ideas:

Manual for Community Colleges Developing Programs in Peace and Conflict Studies

Peacebuilding in Community Colleges: A Teaching Resource

Participatory Action Research – Community Colleges

Enhancing Course Syllabi – workshop 4-15-16

Lesson Plans:

The Confederate Flag: Controversy and Culture


Learn and Serve America

Learn and Serve America’s National Service-Learning Clearinghouse

New Horizons for Learning: Service Learning


Adler-Kassner, L., Crooks, R., & Watters, A. (Eds.). (2006). Writing the Community: Concepts and Models for Service-Learning in Composition. Sterling, VA: Stylus Publishing.

Eyler, J. S., Giles, J. D., Stenson, C. M., & Gray, C. J. (2001). At A Glance: What We Know about The Effects of Service-Learning on College Students, Faculty, Institutions and Communities, 1993-2000: Third Edition. Vanderbilt University.

Weigert, K. M., & Crews, R. J. (Eds.). (1999). Teaching for Justice: Concepts and Models for Service-Learning in Peace Studies. Washington, DC: American Association for Higher Education.


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