Faculty Resources


We invite members of the campus community to submit an essay on your viewpoints on diversity and inclusion at CSUMB. The purpose is to learn from each other about ways to promote an inclusive campus environment. The essay could be a reflective piece on your current job, research, or teaching as it relates to diversity/social justice, strategies for an inclusive workplace or classroom, or personal experiences that have shaped your thinking on these issues.

We will post your essays on the Office of Inclusive Excellence website and feature some in our future newsletters. Essays should be a maximum of 400 words.

Inclusive Teaching/Classrooms

Inclusive Classroom Tip-sheet

Sometimes Their Gripe is Legit | Pedagogy Unbound (Vitae)

The National Center for Faculty Development & Diversity

Inclusive Teaching References and Citations

Inclusive Teaching Resources

Inclusive Teaching Strategies

Inclusive Teaching-AAC&U 2016 PowerPoint Presentation


Move Beyond Civility: How to Facilitate Difficult Dialogues in the Classroom


Do Their Stereotypes Affect Your Teaching? (Vitae) March 22, 2017

Eight Actions to Reduce Racism in College Classrooms (Harper & Davis) 2016

The Chronicle of Higher Education:

How to Support Students of Color

Are You Being Rigorous or Just Intolerant?

On Providing Learning Support for the Students You Actually Have

In Assigning Group Work to Students, Designing the Group Comes First

Questions to Ask to Help Create a Diverse Applicant Pool

Fostering Open Communication in a Culturally Diverse Classroom

Teaching Diversity Online Is Possible. These Professors Tell You How

Inside Higher Ed:

Fostering Trans Inclusion in the Classroom

Reaching ‘New Majority’ Students



Recognizing Microaggressions and the Messages They Send

Interrupting Microaggressions

Racial Microaggressions as a Tool to Understand Everyday Racism in Academia

Microaggressions in the classroom

Inside Higher Ed

How to be an ally to someone experiencing microaggressions

The Chronicle of Higher Education:

Campaigns Against Microaggressions Prompt Big Concerns About Free Speech

Working With International Students

Here you will find Fall 2014 needs assessment report of CSUMB international students and faculty as well as material discussing cultural variations that may affect the classroom, intercultural competency, and inclusive teaching strategies.

With the international student population at CSUMB on the rise, the Office of Inclusive Excellence sponsored a graduate internship focused on the inclusion of international students on our campus during Summer and Fall 2014. The primary goal was to develop material to help CSUMB faculty better understand who our international students are, what challenges they face, and how the use of inclusive teaching practices can foster community building and intercultural learning, ultimately benefiting all students, not only international ones.

To learn more about programming for international students or study abroad opportunities for CSUMB students, please visit the International Programs' website.

Preparing For an Increasingly Multicultural Campus: A Survey of CSUMB Faculty and International Student Needs

The needs assessment was developed in Summer 2014 and administered during Fall 2014 to international students studying at CSUMB and CSUMB faculty who work with international students.

Purpose and Goals:

  1. To get the “Big Picture”: To get a sense of what the current situation is like for international students at CSUMB Who are these students? Where are they coming from? What are they majoring in? Why do they come here? What services are offered to them?
  2. To get the International Student Perspective: To identify any challenges that students have, particularly with regard to academics and to identify any needs they may have.
  3. To get the Faculty Perspective: To identify any challenges that faculty faces in working with international students and identify any needs that faculty may have.


Online survey for International Students Online survey for Faculty Faculty Key Informant Interviews International Student Focus Groups were planned, marketed, and incentivized, though unfortunately never actualized due to timing and other constraints Both quantitative and qualitative data sets were analyzed and compiled into the following reports (Full Report and Executive Summary):

Preparing for an Increasingly Multicultural Campus_Executive Summary

Preparing for an Increasingly Multicultural Campus_Full Report

International Students

This handbook was developed in Fall 2014 in anticipation of the continued growth in CSUMB's international student population and with the understanding that CSUMB faculty will soon begin to see more linguistically and culturally diverse groups in their classrooms.


To provide faculty with a better understanding of who their international students are and what challenges these students are likely to face. Having a better understanding of this population will help faculty determine how best to help them achieve academic success.

To this end, the handbook also offers suggestions and strategies for working with multicultural, multilingual, and multinational groups through a discussion of intercultural competence (ICC) and inclusive teaching techniques.

The handbook is divided into four parts and was designed so that the reader can select sections that interest him/her the most; it does not need to be read in sequence or in its entirety.

Part I: introduction to internationalization

What is internationalization? International students in the U.S. &California

Handbook Part 1: Introduction to Internationalization

Part II: CSUMB international student population

Where do our international students come from? Why are they here? What are they majoring in?Handbook Part II: CSUMB International Student Population

Part III: Stepping into someone else's shoes:Understanding variations in culture

How does culture influence education systems around the world? What role do students and teachers play in various cultures? How does culture affect students’ behavior and participation in class?

Handbook Part III: Stepping into Someone Else's Shoes

Part IV: The multilingual, multicultural,multinational classroom

What is intercultural competence? Why does it matter? How does it relate to CSUMB? What are some strategies for implementing culturally-aware inclusive teaching? Faculty to Faculty Advice Additional Resources

Handbook Part IV: The Multilingual, Multicultural, Multinational Classroom

Country Fast Facts

Infographics of the educational systems of different countries:Brazil, France, Germany, Japan, Korea, Norway, and the U.K. These countries represent the top seven countries of origin of CSUMB international students in fall 2014.

An accessible version of the Country Fast Facts is also available for download in PDF format.

Brazil Country Fast Facts Infographic

France Country Fast Facts Infographic

Germany Country Fast Facts Infographic

Japan Country Fast Facts Infographic

Korea Country Fast Facts Infographic

Norway Country Fast Facts Infographic

UK Country Fast Facts Infographic

Country Fast Facts Compiled_Accessible Version


Islamic Websites - Dr. Abu Ameenah Bilal PhilipsDr. Abu Ameenah Bilal Philips

Plain islam

IslamiCity.com - Mosque - Introducing Islam To non-Muslims

Islam Guide: A Brief Illustrated Guide to Understanding Islam, Muslims, & the Quran