Sample #1

“Respect for Diversity: It is my intent that students from all diverse backgrounds and
perspectives be well served by this course, that students’ learning needs be addressed
both in and out of class, and that the diversity that students bring to this class be
viewed as a resource, strength, and benefit. It is my intent to present materials and
activities that are respectful of diversity: gender, sexuality, disability, age,
socioeconomic status, ethnicity, race, and culture. Your suggestions are encouraged
and appreciated. Please let me know ways to improve the effectiveness of the course
for you personally or for other students or student groups. In addition, if any of our
class meetings conflict with your religious events, please let me know so that we can
make arrangements for you.”
Source: University of Iowa College of Education

Sample #2

The topics that we’re covering in this class are often difficult, not just intellectually
but emotionally. While I expect there to be rigorous discussion and even disagreement
in the course of our class discussions, I ask that you engage in discussion with care
and empathy for the other members in the classroom. Aim to disagree without
becoming disagreeable. In this class, we will not shy away from the uncomfortable.
Critically examining and assessing our most basic assumptions and values is not just
one of the tasks of philosophy but is an activity vital to living an authentic life. I urge
you to have the courage to the uncomfortable in this class. In exchange for your
courage, I will work to ensure a classroom environment that supports your taking
these intellectual and emotional risks.”
Source: Whitman College

Sample #3

“All people have the right to be addressed and referred to in accordance with their
personal identity. In this class, we will have the chance to indicate the name that we
prefer to be called and, if we choose, to identify pronouns with which we would like
to be addressed…I will do my best to address and refer to all students accordingly and
support classmates in doing so as well.”
Source: University of Michigan, Center for Research on Learning and Teaching