Faculty Resources

The resources listed here are designed to help faculty create more inclusive classrooms and educational experiences.  In addition to participating in ally trainings and seminars and the webinars listed on the Ally Training and Education page, The Office of Equity, Inclusion, and Compliance (OEIC) recommends the following materials: 

2020 Inclusive Teaching Resources: Antiracism, Inclusion, and Online

• OEIC's Inclusive Teaching and Welcoming Spaces 2020 (document)
• CORA Learning: "Addressing Anti-Blackness on Campus: Implications for Educators and Institutions" (webinar)
• CORA Learning: "Black Minds Matter" full playlist (webinar series)
• CORA Learning: "Employing Equity-Minded & Culturally-Affirming Teaching Practices in Virtual Learning Communities" (webinar)
• CORA Learning: "Responding to Racial Bias and Microaggressions in Online Environments" (webinar)
• CORA Learning: "Serving Students with Basic Needs Insecurities During COVID 19" (webinar)
• Vikki Katz's "How Do We Make Remote Learning Better? Listen to the Students: Lesson 1: Presume That Your Students Are Under-Connected" (article)
• Vikki Katz's "How Do We Make Remote Learning Better? Listen to the Students: Lesson 2: Less Is More: Helping Students Manage Information Overload" (article)
• Vikki Katz's "How Do We Make Remote Learning Better? Listen to the Students: Lesson 3: How to Create Student Community" (article)
• Vikki Katz's "How Do We Make Remote Learning Better? Listen to the Students: Lesson 4: Encourage Students to Develop New Rituals and Routines" (article)
• Vikki Katz's "How Do We Make Remote Learning Better? Listen to the Students: Lesson 5: Develop Evaluations That Feel Fair" (article)
• USC Center for Urban Education (CUE): 2020 Webinar Series
  • From this link, interested parties can access the recordings and transcripts for these webinars: Webinar I – "Series Introduction: The Importance of Equity-Minded Virtual Practices During COVID19: A Conversation with Students," Webinar II – "Equity-Minded Online Teaching: Using Canvas as a Model," Webinar III – "Being Aware of Learning Opportunities and Constraints Posed by Online Teaching and Moving Towards Anti-Racist Practices," Webinar IV: "Online Support as an Anti-Racist Practice," Webinar V: "Equity-Minded Mathematics Instruction," and Webinar VI: "How to Express Care with a focus on Racial Equity"

General Resources

• Article: J. Luke Wood's "Apprehension to Engagement in the Classroom: Perceptions of Black Males in the Community College"
• Article: Jennifer Schuessler's "Can Cries of 'Free Speech' Be a Weapon? Students Say Yes"
• California Community College Student Mental Health Program's "Supporting Students from Diverse Racial and Ethnic Backgrounds"
• OEIC's Inclusive Classrooms: FAQs

Microaggressions

• CORA Learning: "Responding to Racial Bias and Microaggressions in Online Environments" (webinar)
• The Community College Equity Assessment Lab Webinar (Previously Recorded): "Racial/Gender Microaggressions: Their Influence on Men of Color in Community Colleges"
• "Microaggressions in the Classroom" (video)

Students with Disabilities

• Resource: Mary Lee Vance, Ph.D., Interim Director of Disabled Students' Programs and Services, Orange Coast College: "Campus Partnerships: A Universal Approach to Advising Students with Disabilities" 
• Resource: Mary Lee Vance, Ph.D., Interim Director of Disabled Students' Programs and Services, Orange Coast College: "Academic Adjustments for Student Veterans with Traumatic Brain Injury and/or Post-Traumatic Stress Disorder: Tips for Campus Faculty and Staff"
• AHEAD (website)
  AHEAD, the Association on Higher Education and Disability, "is the premiere professional association committed to full participation of persons with disabilities in postsecondary education." Please see the link for upcoming events, online learning opportunities, and related resources on diversity and inclusion.  
• Great Lakes ADA Center (website)
  Great Lakes ADA Center offers a variety of free webinars on accessibility, ADA legal issues, and much more.  From the link, scroll to "Training Calendar" for an up-to-date listing of forthcoming opportunities. 

The Syllabus: Articles

• Learner-Centered Syllabus: "Can a Learner-Centered Syllabus Change Students' Perceptions of Student-Professor Rapport and Master Teacher Behaviors?" 
• Syllabus Design: "The 21st-Century Syllabus: Tips for Putting Andragogy Into Practice"
• Syllabus Diversity: "The Complicated Process of Adding Diversity to the College Syllabus"
• Syllabus Tone: "Effect of Syllabus Tone: Students' Perceptions of Instructor and Course" 

The Syllabus: Equitable and Inclusive Statements

In certain cases, the Colleges have their own approved statements specific to on-campus student support services and philosophies.  The suggestions here are intended to provide guidelines in the absence of campus-approved statements.  District employees should check the guidelines at their College for guidance on syllabus language.

• Statement on Equitable and Inclusive Classrooms (OEIC)
• Statement on LGBTQ Non-Discrimination Policies (Kognito)
• Statement on Pregnant and Parenting Students (PregnantScholar.org)
• Statement on Recording in the Classroom (California Education Code: Section 78907) (OEIC)
• Statement on Responsible Employee Policy (Title IX) (OEIC)

Trauma-Informed Teaching Practices

Learning Opportunities

• End Violence Against Women International's "Understanding the Neurobiology of Trauma and Implications for Interviewing Victims"  (report)
• "How Childhood Trauma Affects Health Across a Lifetime" (Ted Talk)

Trigger Warnings

• Sofie Karasek's "Trust Me, Trigger Warnings Are Helpful" (article)
• OEIC's Trigger Warnings: FAQs

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Coast Community College District Nondiscrimination Policy

The Coast Community College District is committed to equal opportunity in educational programs, employment, and all access to institutional programs and activities.
The District does not discriminate unlawfully in providing educational or employment opportunities to any person on the basis of race or ethnicity, gender, gender identity, gender expression, religion, age, national origin, sexual orientation, marital status, medical condition, pregnancy, physical or mental disability, military or veteran status, or genetic information or because he/she is perceived to have one or more of the foregoing characteristics, or based on association with a person or group with one or more of these actual or perceived characteristics.