WatSEE-aligned Actions
- Employ short ice breaker activities in group events
- Highlight student supports (e.g., AAS, SSO, Campus Wellness, WCC, LIB, CCD, Academic Advising)
- Locate yourself and the limits of your knowledge
- Use inclusive language to avoid excluding certain groups of people or perpetuating stereotypes (e.g., based on gender, race, religion, ability); if you make an error, briefly and immediately apologize, correct, and move on
- Review shared materials for the inclusion of diverse perspectives
- Respect students’ privacy and confidentiality regarding disabilities and health information
- Recognize that an academic accommodation is a legal responsibility, not a favour; it removes barriers that exclude students, and it does not reduce rigour or academic integrity
- Leave someone’s assistive devices in place (e.g., wheelchair, walker, cane, listening device), unless they make a request or grant permission
- Consider that missing class/meetings may be a function of a disability and remaining quiet during discussions may be a function of a disability or other factors (e.g., cultural norms)
- Prepare to address an identity threat, discrimination, or violence impacting a student (acknowledge incident and harm, connect student to support services, reiterate your support)
Resources
Accessibility at Waterloo
Ableism
Office of Equity, Diversity, Inclusion and Anti-Racism
Anti-Racism Education Road Map
International Experience
Framework for anti-racism and intercultural competence (ARICC)
Open-source modules for developing intercultural competence
Strategies to become a better intercultural communicator
University Relations
UW Inclusive Communications Guide
Equity Accelerator
Creating a Belonging Story
Encouraging Connections in the Classroom
Addressing an Identity Threatening Incident