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1. I can have and demonstrate high expectations for all of my students.

2. I can incorporate the voices, experiences, and contributions of a diversity of people in my curriculum.

3. I can facilitate dialogues about how particular technologies have impacted people from various cultural, ethnic, gender, language, and socioeconomic groups.

4. I can ensure that I do not recreate traditional oppressive gender practices in my teaching. I must consider who I call on most frequently, my language, and my expectations for different types of students.

5. I can critically examine my textbooks and other educational materials to ensure that language and images are inclusive of all of my students.

6. I can attempt to make the content of my course relevant to the lives, experiences, and perspectives of my students. Concept acquisition can be improved through culturally familiar elaborations.

7. I can develop a continual process for examining and confronting my own prejudices and considering how they inform the way I teach and interact with my students and colleagues.

8. I can diversify my pedagogy in order to provide a point of contact for students with a variety of preferred learning styles.

9. I can provide opportunities for interactive learning experiences. Research shows that peer interaction improves students' concept acquisition, particularly when new vocabulary is introduced in class. (Sometimes students can explain things to each other in ways that I can't.)

10. I can eliminate bias in the reporting of discoveries. I can even engage my students in a conversation about why such bias persists.

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