Foster an Inclusive Community | Office of the Vice-President, Academic and Provost

WatSEE-aligned Actions

Employ short ice breaker activities
Co-create student engagement expectations in and out of class
Discuss respective roles, scope of topics, intended learning path, and planned assessments
Seek volunteers (no cold calling)
Highlight student supports (e.g., AAS, SSO, Campus Wellness, WCC, , CCD, Academic Advising)
Locate yourself and the limits of your knowledge
Use inclusive language to avoid excluding certain groups of people or perpetuating stereotypes (e.g., based on gender, race, religion, ability)
Provide materials from diverse perspectives
Allow flexible participation
Respect students’ privacy and confidentiality regarding disabilities and health information
Embed community-building activities into your course
Recognize that an academic accommodation is a legal responsibility, not a favour; it removes barriers that exclude students, and it does not reduce rigour or academic integrity
Leave someone’s assistive devices in place (e.g., wheelchair, walker, cane, listening device), unless they make a request or grant permission
When grading student engagement, consider that missing class may be a function of a disability and remaining quiet during class discussions may be a function of a disability or other factors (e.g., cultural norms)
Prepare to address an identity threat, discrimination, or violence impacting your students (acknowledge incident and harm, connect students to support services, reiterate your support)

Accessibility at ��ݮ��Ƶ
Ableism

Office of Equity, Diversity, Inclusion and Anti-Racism
Anti-Racism Education Road Map

International Experience
Framework for anti-racism and intercultural competence (ARICC)
Open-source modules for developing intercultural competence

University Relations
UW Inclusive Communications Guide

Equity Accelerator