Faculty Resources

Syllabi Language

All faculty are strongly encouraged to include the following language in syllabi to introduce your role as a Required Reporter and the �Ӱ�ԭ��’s Non-Discrimination Statement.

My Reporting Obligations as a Required Reporter
As a faculty member, I am deeply invested in the well-being of each student I teach. I am here to assist you with your work in this course. Additionally, if you come to me with other non-course-related concerns, I will do my best to help. It is important for you to know that all faculty members are required to report incidents of sexual harassment or sexual misconduct involving students. This means that I cannot keep information about sexual harassment or discrimination, sexual assault, sexual exploitation, intimate partner violence or stalking confidential if you share that information with me. I will keep the information as private as I can but am required to bring it to the attention of the �Ӱ�ԭ��’s Title IX Coordinator, Elizabeth M. Garcia, or Deputy Title IX Coordinator, Diana Collins Gilmore, who, in conversation with you, will explain available support, resources, and options. I will not report anything to anybody without first letting you know and discussing choices as to how to proceed. The �Ӱ�ԭ��’s Counseling Center (570-941-7620) is available to you as a confidential resource; counselors (in the counseling center) do not have an obligation to report to the Title IX Coordinator.

Non-Discrimination Statement

The �Ӱ�ԭ�� is committed to providing an educational, residential, and working environment that is free from harassment and discrimination. Members of the �Ӱ�ԭ�� community, applicants for employment or admissions, guests, and visitors have the right to be free from harassment or discrimination based on race, color, creed, religion, ancestry, gender, sex, pregnancy and related conditions, sexual orientation, gender identity or expression, sex characteristics, sex stereotypes, age, disability, genetic information, national origin, ethnicity, family responsibilities, marital status, veteran or military status, citizenship status, or any other status protected by applicable law.

Students who believe they have been subject to harassment or discrimination based on any of the above class of characteristics, or experience sexual harassment, sexual misconduct or gender discrimination should contact Elizabeth M. Garcia, Title IX Coordinator, (570) 941-6645 elizabeth.garcia2@scranton.edu, or Deputy Title IX Coordinators Diana Collins Gilmore (570) 941-6645 diana.collinsgilmore@scranton.edu. The United States Department of Education’s Office for Civil Rights (OCR) enforces Title IX. Information regarding OCR may be found at

The syllabus is the first opportunity you will have to give students an impression of your course. In addition to providing an overview of course policies and goals, a well-designed syllabus can demonstrate your teaching style, values, and commitment to helping each student in your course. Centering your syllabus around equity and inclusivity in this way can contribute to overall student success in your courses.

Campus Awareness Response and Education -CARE Supporting Students Guide

The Office of Equity and Diversity and the Jane Kopas Women’s Center are pleased to offer the Campus Awareness Response and Education (CARE) resource "Guide for Supporting Students Who have Experienced Sexual Trauma” made possible in part by a PA State It’s On Us Grant.

This guide provides information about challenges students who have experienced sexual assault face, offers ideas for how to support both self-identified and students who may not disclose their experiences, and reporting responsibilities. Research show us that “[c]ritical to understanding trauma is knowing that there isn’t one singular way that people will experience something. A similar experience can happen to different people, and based on a series of factors related to their lived context, they may experience the event differently. This is normal — there is no “right” or “wrong” way to experience trauma.” This Guide can assist in learning how to support students who have experienced sexual misconduct or sexual trauma in their life time. It can also be used as a quick reference in instances where a student discloses sexual misconduct or sexual trauma, especially if you are someone that is not regularly working with students who report.

Printed folders are available in the Office of Equity and Diversity. You can .

Click here for full digital CARE Guide.

Recruiting the BEST Talent for Your Department

The �Ӱ�ԭ�� recognizes that its faculty and staff are fundamental to its success, and therefore, it is committed to developing a diverse and inclusive workforce. It embraces an inclusive campus community that values the expression of differences in ways that promote excellence in teaching, learning, personal development and institutional success. The �Ӱ�ԭ�� is an EEO Educator and Employer

A STRATEGY TOOLKIT TO RECRUIT AN EXCELLENT & DIVERSE FACULTY

The search process requires intentionality. The purpose of this Toolkit is to assist search committees and hiring managers to expand and diversify the candidate pool in the hiring process. It contains resources to help guide and support recruitment and hiring more diverse employees. This Toolkit is intended to provide interested search committees and hiring managers with information only. It in no way replaces the Recruitment, Selection and Record Keeping Requirements for Faculty Search Committees, Hiring Managers and Department Chairs document on the Provost’s website or the Electronic On-Line process in Human Resources.

ACCESS FULL TOOLKIT

Inclusive Teaching Resources for Faculty

Diversity and Inclusive pedagogy are student-centered approaches to teaching that pays attention to a varied backgrounds, learning styles and abilities of all learners. They create an overarching learning environment in which students feel both invited and included in the classroom. Research supports diversity and inclusive teaching and learning because learning outcomes are improved for everyone when the educators attend to student differences and intentionally ensure that all students feel welcomed, supported, challenged and valued.

Religious Observance Policy: Students

Policy Statement: The �Ӱ�ԭ�� proudly acknowledges its Roman Catholic
and Jesuit core values, and we are committed to a policy of reasonable accommodation of
religious practices essential to other religious traditions. We celebrate the fact that we and our
students come from diverse traditions, and we consider this fostering of an atmosphere of
interreligious acceptance to be an important expression of our core values. We recognize that
occasional conflicts in academic scheduling may arise, and we are committed to working with
devout students to meet their religious needs. To this end, we ask any student who intends to
participate in an essential religious practice that conflicts with an element of a course's
academic work to inform their professor at the start of the semester. The student should also
propose a means by which they intend to satisfy the required coursework. We will do our best
to find a solution.

Access the full Religious Observance Policy: Students

Diversity/Inclusion Program & Workshop Videos

The Office of Equity and Diversity and the Faculty Development Specialist invite you to view the following workshops:

Finding and Forging Brave Spaces: The Theory and Practice of Co-creating Inclusive and Equitable Learning Opportunities through Pedagogical Partnership presented by Dr. Alison Cook-Sather, a Mary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges, offers an in depth look at developing and implementing best practices for inclusive pedagogy. Her four part workshop includes introducing the idea of pedagogical partnership, exploring the experience of others practicing these partnerships, sharing the current inclusive work and experience of the attendees; and applying strategies to implement the practice of pedagogical partnerships.
Racial Diversity presented by Dr. Tiffany Bordonada, assistant professor in the Department of Counseling and Human Services and co-director of the Clinical Mental Health Counseling graduate program. Dr. Bordonada expands on the importance of a productive and equal learning environment for all. She discusses teaching strategies and reflective student assignments that celebrate diversity and increase racial awareness.
All About Gender: presented by Dr. Paul Datti, an associate professor at The �Ӱ�ԭ�� where he directs the Counseling and Human Services program. Dr. Datti discusses the terms related to gender identity, reducing sexism and cisgenderism, adopting inclusive language and actions, and reducing bias and avoiding misgendering.
Veteran Students: presented by Dr. Mary Troy, assistant professor in the Counseling and Human Services department. Dr. Troy offers a workshop discussing Veteran student and issues related to their experience in higher education. Her presentation highlights veteran student challenges in starting and finishing college, and strategies for veteran student retention and success.
Intercultural Dialogue in a Diverse World: presented by Dr. Tiffany Bordonada, assistant professor in the Department of Counseling and Human Services and co-director of the Clinical Mental Health Counseling graduate program. In this recorded Zoom session, Dr. Bordonada discusses the purpose of intercultural communication, the challenges and benefits of engaging in dialogue across cultures, and strategies to enhance intercultural dialogue and celebrate diversity through communication.
Accommodations and Beyond: Inclusive Strategies for Online and Classroom Teaching: presented by Dr. Rebecca Spirito Dalgin, Ph.D., CRC, CPRP, professor in the Department of Counseling and Human Services and the Rehabilitation Counseling Masters Degree program director. Dr. Dalgin discusses best practices to include students of all abilities and backgrounds and convey respect. For faculty and students with disabilities, the classroom and online education settings may present certain challenges that need accommodation and consideration. This workshop focuses on inclusive practices faculty can employ for students with disabilities. Topics such as classroom accommodations, disability inclusive language, confidentiality/disclosure and stigma, universal design, and available resources are included.
Rebuilding Our Wounded World: A Catholic Response to the Sin of Racism: presented by then Dean Michelle Maldonado, Ph.D., Dean of the College of Arts and Sciences, who discusses recent Church documents addressing the social sin of racism, the image of God as the foundation of recognizing our full humanity equally, and a vision of justice that calls for a conversion of the heart.
A Call to Conversion: Eliminating Anti-Black Racism as a Jesuit, Catholic �Ӱ�ԭ�� presented by Dr. Mary Wardell-Ghirarduzzi, Vice Provost for Diversity Engagement and Community Outreach at the �Ӱ�ԭ�� of San Francisco, demonstrates how our Ignatian values and traditions are tied to racial justice work, and teaches us how to use our gifts for racial justice. In her work, Dr. Wardell relates, “To ensure the fulfillment of the Universal Apostolic Preference of walking with the poor, the excluded, the outcasts of the world as an act of reconciliation and justice, I would like to offer a reparational framework for racial justice and reconciliation informed by teshuva for Jesuit universities and social works.” She believes it is essential that we “Rebuild our institutional cultures with empathy, accountability, and liberation” The move towards reconciliation and racial justice “will occur when we address anti-Black racism and racial injustice on our campuses.”
Community-Based Learning as a Critical Pedagogy presented by Dr. Tania D. Mitchell, Ed.D., associate professor of higher education at the �Ӱ�ԭ�� of Minnesota. This workshop explores community-based learning as a critical pedagogy with a focus on three core elements, in alignment with our Jesuit mission: attention to social change, working to redistribute power, and fostering authentic community relationships. Dr. Mitchell shares best practices in service learning toward creating a more just community, including understanding the impact of race and class in community engagement, using reflective and dialogic teaching tools and strategies, and forming reciprocal community-based partnerships that foster authentic solidarity.
Antiracist Teaching presented by Dr. Milagros Castillo-Montoya, Ed.D., Both workshops focus on antiracist teaching. The first introduces key cross-disciplinary elements of antiracist teaching, engages in practicing one of these elements, and considers how those elements align with Catholic and Jesuit values. In the second workshop, faculty apply one element of antiracist teaching to their own teaching and work in disciplinary-related teams to improve an element of their teaching to advance antiracist teaching.
Uncovering Scranton's Native Past presented by Dr. Adam Pratt, Ph.D., associate professor of history. Dr. Pratt delves into the groups of Native people’s that lived in the northeastern Pennsylvania area, when, and what happened to them; the steps toward creating a Native Land Acknowledgement Statement; and, what other actions the �Ӱ�ԭ�� should make toward addressing past injustices.
Reflection on Anti-Asian Violence Panel Discussion and Q&A - A special panel discussion reflecting on the roots of anti-Asian violence, discriminatory immigration acts and laws, and harmful stereotyping that continues to impact the Asian community today.
- Dr. Meghan Ashlin Rich , Ph.D., discusses the history of Asian immigration to the U.S., highlighting the exclusionary immigration acts and discriminatory laws aimed at limiting and restricting Asian Americans and Asian immigration, post-1965 immigration trends and the “pan-ethnic” Asian American identity, constructed in the face of discrimination, and explained aspects of the “model minority” and gendered stereotypes, and the harm they cause to Asian Americans.
- Dr. Amitava Krishna Dutt, Ph.D., discusses anti-Asian violence in the US, with respect to Asian immigration, general issues about “nationalism and race/ethnicity issues concerning Asians in the US in particular, involving social, political and economic factors, and finally, about how attitudes are influenced by some politicians for their personal benefit.
- Dr. Jingyi Song, Ph.D., depicts the various dimensions of ethnicity, culture, ideology, politics and economic policies that shape the anti-Chinese sentiment leading to the Riot.
  
  This program is being sponsored by the Office of Equity and Diversity, Asian Studies, The CAS Dean's Office, The Provost's Office and the Cross Cultural Centers.
A Business Case for Diversity & Inclusion in the Marketplace The D+I = A Better U! lunch and learn presented by Dr. Abhijit Roy, DBA, professor of marketing and the William and Elizabeth Burkavage Fellow in Business Ethics & Social Responsibility from 2014-2018. Dr. Roy discusses why businesses should focus on diverse characteristics in their management, employees and customers, how businesses should think beyond traditional benchmarks of diversity, and when businesses should leverage diverse business processes to attract a broader segment of the market.
Jesuits & Slavery: A History in Search of Understanding presented by Rev. David Collins, S.J., Haub director of Catholic Studies and associate professor of History at Georgetown �Ӱ�ԭ��/ Fr. Collins is an internationally recognized expert in processes of historical truth and reconciliation and led Georgetown �Ӱ�ԭ��’s Working Group on Slavery, Memory and Reconciliation, which has garnered national attention since 2015. This event provides an overview of the participation by the Society of Jesus in slaveholding from the 16th to the 19th centuries and will explore what this legacy of racial injustice and anti-Black racism means for all U.S. Jesuit institutions, including The �Ӱ�ԭ��, today.

This presentation with Q&A and discussion was held via Zoom and an in-person watch party. This event was co-sponsored by the �Ӱ�ԭ��’s Jesuit Center, Office of Equity and Diversity, Council on Diversity and Inclusion’s Institutional Black History subcommittee, Multicultural Center, and Office of Community Relations.
The Lenape: Past, Present and Future presented by Mr. Curtis Zunigha, an enrolled member, and serving as Chief from 1994-1998, of the Delaware Tribe of Indians in Oklahoma, and co-director of the Lenape Center (thelenapecenter.com) a nonprofit arts and cultural education organization based in New York City. Mr. Zunigha’s presentation centers around the story or the Lenape people who inhabited the Lackawanna and Delaware River Valleys, our Land Acknowledgement statement and what it truly means, and essential steps going forward in service of social justice.
Mr. Zunigha has over 35 years of experience as a practitioner of Lenape/Delaware culture, language, customs and traditions.
The Lenape Culture Today presented by Mr. Curtis Zunigha, co-founder and co-director of the Lenape Center in New York, NY, former Chief of the Delaware Tribe of Indians based in Oklahoma from 1994-1998, and currently a member of the Cherokee Nation.
Scranton's Story: Our Nation's Story - Forced Removal of the Lenape People: History and Homecoming, presented by Curtis Zunigha.
All These Isms: Understanding Privilege, Power, and Oppression presented by Dr. Paul Datti, professor in counseling and human services. Dr. Paul Datti discusses “Isms,” such as racism, sexism, cisgenderism, able-ism, and more. He will show examples of privilege and how it gives power to some and excludes others, and highlight the importance of social justice in Jesuit education to reduce incidents of discrimination and harassment in the learning and working environment.

FREE WEBINARS: Responding to Racial Bias and Equity-Minded Online Teaching Practices

These insightful webinars provide context and helpful tips for addressing online classroom microaggressions, and encouraging an equity designed, healthy learning and teaching environment.

Creating Inclusive College Classrooms

Web Resources

The following links are resources created by faculty at other schools that may provide helpful insights and tips for developing an inclusive pedagogy style.

A guide for instructors including do’s and don’ts when creating an accommodating and inclusive learning space.

Provides a threefold teaching guide: discussing the importance of inclusivity in the classroom, presenting examples of teaching more inclusively, and providing additional resources for further guidance. Includes examples of an inclusive learning space and reducing stereotypes.

Offers strategies on how to create and sustain inclusive classrooms.

Covers what is inclusive teaching and pedagogy, methods to practice inclusive teaching, why it should be done, and who is at risk for exclusion.

Covers and provides evidence for inclusive pedagogy: defines implicit bias and how to incorporate inclusive teaching and methods to prepare students for difficult conversations and offensive materials.

Inclusive Teaching Strategies

The following links are resources created by faculty at other schools that may provide helpful insights and tips for developing an inclusive pedagogy style.

- Stanford �Ӱ�ԭ�� Teaching Commons

The syllabus is the first opportunity you will have to give students an impression of your course. In addition to providing an overview of course policies and goals, a well-designed syllabus can demonstrate your teaching style, values, and commitment to helping each student in your course. Centering your syllabus around equity and inclusivity in this way can contribute to overall student success in your courses.

Strategies to Help How to Prepare Yourself—and Your Students—to Discuss Race, Identity, and Equity

from Sharon M. Ravitch.

Sets the tone for inclusivity: getting to know students, building rapport, being explicit in what instructor is doing, being mindful of language, doing semester check ins (to be done early) and acknowledging and responding to difficult topics.

Articulates assumptions and expectations that inform an instructor’s approach to course design and teaching, diversifying course materials, planning to asses early and often, varying teaching strategies, allowing students to demonstrate their learning in various ways.

Things to do when difficult and polarizing moments arise in the classroom: attend to one’s own reactions, understand the situation, deepen and nuance short-term response, and consider long term response.

Different strategies for instructors to create inclusive classrooms.

This resource provides a framework of five interconnected research-based principles that can guide instructional choices across all domains of teaching (including content selection and delivery, interactions among and between students and instructor, and assessment) in order to support inclusive teaching environments.

Georgetown Center for New Designs in Learning and Scholarship Resource Links

Different links to create inclusive pedagogy in the classroom and through remote teaching.

Covers and provides evidence for inclusive pedagogy: defines implicit bias and how to incorporate inclusive teaching and methods to prepare students for difficult conversations and offensive materials.

Provides instruction on designing a course, teaching a course and teaching terms.

Difficult Dialogues

The following links are resources created by faculty at other schools that may provide helpful insights and tips for to prepare for difficult and/or sensitive conversations with students in the classroom.

Lists ways an instructor may deal with difficult situations in the classroom

Explains how to conduct yourself as an instructor in the event of difficult discussions

Explains different tools and strategies an instructor may use in the event of difficult dialogues in the classroom

This Harvard Business article provides helpful insights into challenging "invisible logics", improving racial literacy, and developing a plan for elevated tensions.

Self-Guided DEI Learning Resource

The �Ӱ�ԭ�� of Colorado offers a plethora of information available for use by all faculty and staff. Review at your own pace.

NOTE: Disregard the 'Make a Report' button on these pages as they are for �Ӱ�ԭ�� of Colorado students, personnel and visitors only.

Other Resources

The following links are resources to research at other schools that may provide helpful insights and tips for developing an inclusive pedagogy style.

This series of short, intuitive videos is backed by extensive research showing the effect of implicit bias in decision making, and offers helpful solutions to eliminate bias and its impact. We recommend using Firefox or Chrome to load the videos.

Provides 21 concrete ideas for inclusive practices you can bring to your classroom.

Offers a data-informed foundation for those working to close persistent equity gaps, by providing a comprehensive review of the educational pathways of today’s college students and the educators who serve them

Examines the practicality of a liberal education, faculty accountability for cultural inclusiveness, and student civic engagement

Lists five tips that can help libraries, IT, and academic technology units support the broad adoption of inclusive and open pedagogies across any number of educational delivery modalities

Provides specific suggestions for how to proceed with high-engagement strategies to create inclusive and welcoming classroom spaces for all students

Lists a selection of syllabus statements that set a tone for respectful conversations within a course

Answers specific questions on making teaching more inclusive and creating a non-controlling yet structured learning environment

Explains effective ways to embrace diversity and create inclusive learning environments

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