1. Build flexibility into course content and structure by allowing room to (i) adapt content to new contexts or examples and (ii) adjust teaching plans or methods based on student feedback.

2. Consider how student identity and ability might shape participation patterns in your course. Use structure and multiple options for engagement to support universal participation.

3. Adopt an open educational resource in place of a textbook or software students must buy. 

4. Choose course materials with representational diversity in authors, experts, and contexts and highlight disciplinary experts in your field who hold underrepresented identities.

5. Design your Canvas site to be easily and consistently navigable.  

6. Format materials (Canvas, slides, documents, etc.) to be digitally accessible to all. Provide captions and/or transcripts for videos and audio clips. Ensure text is large enough to read.

7. Provide multiple ways to access materials, such as audio, visual, or text-based media. 

1. Align your assessments and grading structure to growth mindset approach: remove grading curves, decrease use of high-stakes exams, increase no/low stakes formative assessments.

2. Make the purpose and value of your course and the activities and assessments transparent: have meaningful learning objectives and clearly convey the purpose, task, and criteria for success on assignments.

3. Ensure there is direct alignment between assessments, learning objectives, and the learning tasks that prepare students for assessment.

4. Use formative assessments to elicit student thinking and gather information that allows the instructor to adapt to student needs and allows students to see what skills still need practice.

5. Use frequent low-stakes assessments and choose varied formats for the assessments.

1. Use language in your syllabus, assignment directions, and when talking about how people become experts in your discipline to emphasize all learners can develop skills and knowledge over time.

2. Frame adversity as common and temporary. Encourage students to seek support and persist in overcoming challenges. Humanize this with your experiences with adversity and with early-term narratives about how students succeed in the course through hard work.

3. Use metacognitive assignments to create opportunities for students to write/reflect on their own learning and on the relevance of course or task to their own goals and life.

4. Attend to and address cues that send negative messages about who can succeed in STEM. Take care to avoid using stereotyping language and address microaggressions if they occur.

1. Engage students in constructing their own knowledge through active learning.

2. Engage students through multiple modes of learning, such as lecture, discussion, group work, case studies, guest presenters, video, etc.

3. Structure your course so that each class includes elements of simple pre-class work and in-class activities that apply primary concepts to higher-order thinking skills.

4. “Scaffold” student learning by breaking activities, examples, audio-visual aids, etc. down into smaller steps. 

5. Provide community-building opportunities for students, both ones that are content-centered (e.g. working in small groups) and brief ones that allow for structured but more purely social interaction.

6. Use photos, examples, and other representations that reflect diverse social identities and experiences.

7. Develop course content by drawing on relevant scholarly works, including current research/developments in the field or discipline.

8. Learn about your students through a survey or institutional data. Connect class content to their prior knowledge or experiences, current events, real-world phenomena, or other disciplines.