1.2. Bias Self-Reflection. Readings

Lecturers are in a great position to have a major impact on reducing bias in the study process.

• Prioritize inclusion and diversity of perspectives in curriculum. Lecturers can prioritize inclusion and diversity of perspectives in curriculum content and lesson design. Lecturers who can choose readings, videos, and activities when creating lessons can purposefully include perspectives from diverse cultures, abilities, and perspectives. Students can also experience diversity and representation in the classroom when they are given voice and choice. Lecturers can provide students with the opportunity to choose the curriculum content they will engage with, such as reading materials or content media, and how they will demonstrate achievement of learning outcomes, such as through writing, speaking, or performative means.

• Encourage sharing. Lecturers can ask students questions and be curious rather than assuming the “what” or “why” about a student’s background, behaviour, or perspective. For example, a lecturer can ask students how they celebrate or acknowledge certain events throughout the year rather than if supporting certain holidays will adequately represent students. Encouraging students to share about themselves and what is important to them will help the lecturer make choices and provide students with choices that reflect their needs and preferences.

• Promoting collaborative learning. Encourage collaboration among students from diverse cultures to appreciate diverse perspectives while strengthening essential interpersonal skills. Create a science project that challenges students to solve real-world problems, such as water scarcity, or a literature assignment that encourages cross-cultural comparisons of storytelling traditions. In such situations, each student’s unique perspective is not only valued but also becomes a key part of solving complex tasks and engaging in shared activities. This approach not only builds collaborative skills, it teaches empathy and intercultural communication, highlights commonalities across diversity, and fosters respect for different ways of knowing and experiencing the world. Besides, integrating global issues such as climate action or human rights invites learners to think globally - an essential lens enabling them to comprehend issues on an international scale.

• Transparent assessment practices. One way to reduce bias is to ensure that assessment practices are fair, equitable and standards based. To reduce bias, provide students with the assessment criteria before the assignments are given and use them for assessment. This ensures that students know what the expectations are and how to meet them, and that marks are only given for meeting the stated expectations.