These resources include guides to inclusive language, thought-provoking articles about classroom dynamics and diversity, and a variety of on-campus resources (offices, committees, reports).
- Checklist: Responding to student diversity (webpage) from the Carnegie Mellon Center for Teaching Excellence. Principles and strategies for managing diversity in the classroom. Retrieved September 25, 2013 from http://www.cmu.edu/teaching/trynew/checklist-studentdiversity.html.
- Classroom dynamics and diversity (webpage) from the Derek Bok Center for Teaching and Learning. Guidance for diversity issues, including the management of “hot moments” in the classroom. https://bokcenter.harvard.edu/classroom-dynamics-diversity.
- Guide to non-discriminatory language (webpage) from the University College of London, Human Resources. Descriptions of inclusive practice and language for the classroom and for general use. Retrieved on September 25, 2013 from http://www.ucl.ac.uk/hr/docs/non_discrim_language.php.
- Inclusive language guide (webpage) from the University of British Columbia. Examples of inclusive and neutral language applicable to Abilities, Race & Ethnicity, Ancestry, Gender and Sexual Orientation. Retrieved September 25, 2013 from http://www.publicaffairs.ubc.ca/styleguide/content/inclusive_lang.html.
- What I learned in class today: Aboriginal issues in the classroom (webpage) from the First Nations Studies Program, UBC. Original research. Provides links to video interviews of students, instructors and administrators regarding discussion of aboriginal issues in the classroom. Retrieved on September 25, 2013 from http://www.whatilearnedinclasstoday.com/.
McGill Resources (webpages/websites)
- Define the line (website). DTL addresses the policy vacuum on legal and ethical limits of on-line expression, including the line between joking and cyber-threats; fair use; privacy rights and privacy harm, cyber-safety, cyber-libel; and school supervision. Their aim is to share research to inform policy in order to reduce occurrences of cyberbullying. Retrieved September 25, 2013 from https://mcgill.ca/definetheline/.
- First People’s House (website). The First Peoples' House plays many roles, including those of residence, gathering place and resource center; it is first and foremost a community. Their aim is to provide Aboriginal students attending McGill with a "home away from home", where they can find support and encouragement to succeed in their studies and remain connected to their culture. Retrieved September 25, 2013 from https://mcgill.ca/fph/.
- Office for Students with Disabilities (webpage). The role of the OSD is to provide academic accommodations and services for McGill undergraduate, graduate and postdoctoral students who have a documented disability. Retrieved September 25, 2013 from https://mcgill.ca/osd/.
- PGSS Equity Committee (webpage). PGSS is committed to taking on a leadership role on issues of equity and diversity within the PGSS membership and advocating for social justice in the McGill community. As such, the PGSS Policy on Equity and Diversity was adopted. Retrieved September 25, 2013 from https://pgss.mcgill.ca/en/equity-committee.
- Queer Equity (webpage). McGill Joint Senate-Board Committee on Equity that addresses issues of representation, inclusion and support of lesbian, gay, bisexual and transgendered students, staff and faculty at McGill with respect to academic and non-academic life on campus. Retrieved September 25, 2013 from https://mcgill.ca/queerequity/.
- Senate Subcommittee on Women (webpage). Makes recommendations about positive action regarding the employment and promotion of women at McGill University including equity for women in salary and pension issues; monitoring representation of women on University committees and in administrative positions and more. Retrieved September 25, 2013 from https://mcgill.ca/senate-subcommittee-women/.
- Disability & Student Rights (website). McGill University Policy Concerning the Rights of Students with Disabilities. Covers topics including application, admission and support services available, as well as participation in policy and information about the senate subcommittee group devoted to disability and student rights. Retrieved September 25, 2013 from https://mcgill.ca/osd/policies/rights-and-responsibilities/rights.
- Social Equity and Diversity Education Office (website). The SEDE Office can provide useful information and resources to McGill Community members about harassment and discrimination, but does not deal with specific cases. Retrieved September 25, 2013 from https://mcgill.ca/equity_diversity/.
- Student Society of McGill University (SSMU): Club Listings (webpage). This webpage provides the listings for all undergraduate student clubs. Retrieved September 25, 2013 from http://ssmu.mcgill.ca/clubs-services/about-clubs/clubs/.
- Making excellence inclusive: Higher education’s LGBTQ contexts (journal article series) by K. P. Campbell, Eds. Explores higher education’s creation of forums meant to engage LGBTQ issues. (2012). Making excellence inclusive: Higher education’s LGBTQ contexts. Diversity and Democracy 15(1). Retrieved September 25, 2013 from http://www.diversityweb.org/DiversityDemocracy/vol15no1/index.cfm.
- A compelling interest: Activating the benefits of classroom-level diversity (pdf) by. H. Siduri (et. al). Student experience identifies the need for classroom activation of diversity principles. (2013). A compelling interest: Activating the benefits of classroom-level diversity. Journal of Diversity in Higher Education, Vol 6(3). Retrieved September 25, 2013 from http://psycnet.apa.org/journals/dhe/6/3/158.pdf.
- Rethinking Research on the Impact of Racial Diversity in Higher Education by C. G. Clarke, & A. L. Antonio. Examines needed maximization of diversity benefits in schools, suggesting that better understanding of the nature of student relations would grant necessary reconceptualization of student- focused research on the subject., (2012). Rethinking Research on the Impact of Racial Diversity in Higher Education. The Review of Higher Education 36(1). Retrieved September 25, 2013 from http://muse.jhu.edu/journals/review_of_higher_education/v036/36.1.clarke.html.
- Adult students in mixed-age postsecondary classrooms (journal article) by A. G. Panacci. Encourages instructors to consider adult students' learning expectations and needs when planning instructional activities. This may include planning more varied instructional approaches (e.g., active, collaborative, interactive approaches), and providing opportunities to make connections to prior work/life experience -- approaches that have been demonstrated by research to support both traditional and adult students' learning. (2017). Adult students in mixed-age postsecondary classrooms: Implications for instructional approaches. Retrieved July 13, 2017, from College Quarterly, 20(2) from http://collegequarterly.ca/2017-vol20-num02-spring/adult-students-in-mixed-age-postsecondary-classroom-implications-for-instructional-approaches.html.
- Aboriginal education: Strengthening the foundation (pdf) by J. Richards and M. Scott. Reviews current Canadian aboriginal statistics and administrative data in order to identify key issues in Aboriginal education and provide recommendations for their amelioration. (2009). Aboriginal education: Strengthening the foundation. Canadian Policy Research Network. Retrieved September 13, 2013 from http://cprn3.library.carleton.ca/doc.cfm?doc=2088&l=en.
- Strengthening Canada’s research capacity: The gender dimension (pdf) by L. R. Marsden (et. al). Despite gender parity in student enrollment, women remain under-represented in the professoriate, particularly as full professors and senior administration. Initiated by the Minister of Industry as a result of the paucity of women represented in the 2008 Canada Excellence Research Chairs (CERC), this report examines the roots of this discrepancy. (2012). Strengthening Canada’s research capacity: The gender dimension. The Expert Panel on Women in University Research. Council of Canadian Academies. Retrieved September 13, 2013 from http://www.scienceadvice.ca/uploads/eng/assessments%20and%20publications%20and%20news%20releases/Women_University_Research/WUR_fullreportEN.pdf.pdf.
- Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (book) by S. Harper and S. Quaye (Eds). Diverse populations of students experience college differently and encounter group-specific barriers to success. Each chapter of this book focuses on a different population for whom engagement and connectivity to the college experience are problematic, including: low-income students, racial/ethnic minorities, students with disabilities, LGBT students. The information presented is informed by theory and research. Harper, S. & Quaye, S. (2008). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. London: Routledge. McGill call #: LB2342.92 S78 2009.
- Indigenizing the Academy: Transforming scholarship and empowering communities (book) by D. A. Mihesuah & A. C. Wilson (Eds). Examines what educators can do to create a learning environment where Indigenous values and knowledge are respected. (2004). Indigenizing the academy: Transforming scholarship and empowering communities. Lincoln: University of Nebraska Press, Lincoln. Retrieved September 25, 2013 as an eBook via Project MUSE at McGill.