HOW TO CRAFT YOUR OWN JEDI STATEMENT

We recommend that you take time to think about the role of diversity, equity, inclusion, and justice in your teaching prior to writing a statement for your syllabus that reflects your unique thoughts, experiences, and values.

Here are some questions to reflect on as you craft your own statement and construct your syllabi:

(Inspired by and adapted from “Diversity Statement on a Syllabus,” Eberly Center, Carnegie Melon University and “Fostering Diversity and Inclusion in Classrooms,” Center for Teaching, Learning & Technology, Cal Poly)

• How is diversity addressed on campus?  In your department, major, and course?
• How do you concretely recognize and value diversity in your classroom?
• How can diversity be an asset for learning?
• How will issues related to diversity arise in your course and classroom?  And, how will you handle them when they do?
• Do you seek input from your students on classroom climate? Do you encourage critical discussions on course content?
• How have contributions from diverse scholars enriched your discipline?
• Is your statement inclusive of different types of diversity, including, but not limited to: race, gender and/or gender identity, ethnicity, sexual orientation, age, language, socioeconomic status, immigration status, geographic region, religion, and ability/disability?
• Which campus resources would you like to direct your students to for further support?

Resources to review while developing your syllabus and diversity statement:

University Resources and Guides

• Regents Policy on University of California Diversity Statement
• UC Davis Principles of Community is an aspirational statement that embodies the commitment to create an inclusive and intellectually vibrant community, and reflects the ideas we seek to uphold.
• The Office of Diversity, Equity & Inclusion (DEI) has a page dedicated to Anti-Racism, where you can find an Anti-Racism Syllabus that contains a wealth of resources as well as events and opportunities for professional development as well as guidance for how to take anti-racism action.  There is a page dedicated to Teaching Resources for instructors to make their lessons more diverse and inclusive.
• The DEI Office also has a Glossary to help ensure common understanding of key terminology as you learn about diversity and inclusion.
• The Keep Teaching website has an expanded guide with strategies and resources for creating an inclusive class climate.
• Center for Educational Effectiveness has additional tools including the Generalized Observational and Reflection Platform, Ribbon Tool, and Know Your Students Tool
• UC Davis pays homage to the indigenous people and land on which the Davis campus is located.  A Land Acknowledgement Statement formally recognizes and pays respect to the indigenous people who once lived where UC Davis stands today. 
• Language related to Title IX of the 1972 Education Act and the UC Davis Non-Discrimination Statement
• The First Generation Initiative has a page with links to teaching resources for faculty.
• The AB540 and Undocumented Student Center offers trainings and workshops to support faculty in becoming an UndocuAdvocate Educator.
• UC Davis Office of the Ombuds provides confidential, independent, impartial, and informal problem-solving and conflict management resources for all members of the UC Davis community.

In addition to including a diversity statement, consider providing information about campus resources and services. Denote a section of your syllabus to information about support resources on campus that students can access remotely and in-person when campus is open.  Regularly remind students of the availability of these resources.  If students self-identify as struggling with academic or identify issues, refer the student to the appropriate campus resource.