Equity, Diversity, & Inclusivity Rubric Standards

1. Student Support
2. Communication Expectations
3. Ensuring Understanding
4. Modeling Openness
5. Collaboration
6. Assessment Bias and Sensitivity
7. Assessment Fairness and Validity
8. Learning Materials
9. Media
10. Accessibility
11. Course Structure
12. Academic Dishonesty
13. Self Reflection

Introduction:
This rubric is an evaluation tool that can help you reflect on how well equity, diversity, and inclusivity are
incorporated into the design of your online course. It can also act as a guide to help you increase the
inclusivity of your course design as you strive to reach higher steps. Each level of the rubric is called a
Step to acknowledge that making an inclusive course is a process that happens a bit at a time as you
work to make small improvements over time.
Step 0 means that for the specific standard, the course does not yet have equity, diversity, and
inclusivity integrated into its design. Step 3 for a specific standard describes what it looks like for a
course to have equity, diversity, and inclusivity fully integrated into its design. As the steps move up, the
course moves toward increasing student empowerment and participation in the course and in the
content creation. The end goal of Step 3 is for the course to include students’ diverse voices into the
curriculum and acknowledge the value of their experiences as part of learning.
Please keep in mind, if you are at a Step 0 or 1 for many of the criteria, don’t be discouraged. That’s why
this rubric exists! The goal of this rubric is to show you how you can improve your course.
This is a rubric geared towards a fully online course, but some of it can also be applied to a face-to-face
course.
Step 0 Step 1 Step 2 Step 3
Not Yet Minimally Integrated Moderately Integrated Fully Integrated
Integrated

Standard 1: Student Support

The course informs and encourages students to utilize academic and student support services and to
take advantage of opportunities for student involvement provided by the school.

No or few links Puts relevant and Put links to services in the Purposeful and holistic design
to student required links to orientation materials and
services can be student services in make sure students read Design to encourage students
found in the the orientation it. to engage in campus events
orientation materials. and take advantage of
materials. Add information on how campus services
to find school-related
events. Add information throughout
the course (not just once at
the beginning) on how to find
and be involved in school-
related and community
related events; encourage
students to be involved in
these events by showing how
it relates to their education

Adjust assignments to make it

relevant for them, and/or
give extra points for their
involvement

Standard 2: Course Expectations

The course clearly communicates expectations for faculty and student participation and performance
on a frequent basis via multiple means, and students are encouraged to share their perspectives
about the expectations.

Course Instructions about Instructions about Instructions about

expectations are interactions, interactions, engagement, interactions, engagements,
not clearly engagement, expectations, assessments expectations, assessments,
stated expectations, are easily understandable are engaging, motivating, and
assessments are and clear, and students discussed or reviewed
similar to other are encouraged to reach frequently, and the teacher is
courses at the same out and ask questions if proactive about clearing up
level. Expectations they have any any misconceptions from
are clearly stated. misconceptions students

Expectations are clearly Expectations are

stated, fall within norms, understandable to
experienced and less-
and encourages students experienced students; they
to ask questions motivate students to remain
engaged, and are discussed
or reviewed frequently;
opportunities for discussion
about expectations are built
into the design of the course