This procedure describes the process for instructors and academic deans to follow when preparing curriculum for submission to the Curriculum Committee. An additional purpose of this procedure is to provide all Lane staff with guidelines for supporting learners in developing their full potential.
Instructors and instructional managers will review the following guidelines when preparing curriculum for submission to the Curriculum Committee.
Regardless of discipline, anti-biased curriculum promotes an environment where all learners are encouraged to develop their full potential.
Instructors are strongly encouraged to prepare curriculum which establishes curriculum equity by:
- Including content by and about culturally and ethnically diverse people in course syllabi, teaching methodology and evaluation practices whenever feasible;
- Using culturally and ethnically diverse persons as guest speakers;
- Using materials which present a significant number of instances of fully integrated human groupings and settings to indicate equal status and non-segregated social relations;
- Portraying women and men from diverse cultural and ethnic backgrounds in a wide range of roles;
- Using quotations, references and reading recommendations which are authored by individuals who endorse pluralism;
- Using gendered examples equally when illustrating theories and concepts; and
- Using class material which assists students in clearly recognizing and accepting basic similarities among all members of the human race as well as the uniqueness and worth of every individual. Examples of such material could include diverse individuals regardless of race, gender, age, religion, disability, national origin, marital status, or class background.
College staff should avoid course titles which use the generic man/woman or male/female pronouns (e.g., Man: A Course of Study.)
College staff should encourage all men, women, minorities, and people with disabilities to consider all kinds of occupations.
College staff should acknowledge all kinds of lifestyles.
College staff should make efforts to make special arrangements for people with disabilities by providing access to location, information, and materials, as needed.
College staff should provide for student feedback on any stereotyping that they might encounter in the curriculum.