Why Does Diversity in Course Content Matter?

The materials we include in our courses—reading lists, course descriptions, and learning outcomes—signal to students whose knowledge is valued and whose perspectives are missing. A diverse syllabus ensures that students see themselves and others represented in the field while engaging with a range of perspectives, voices, and ways of knowing.

The following section explores two key ways to integrate diverse perspectives and voices into your syllabus:

Reevaluating Reading Lists: Examining representation in course materials
Enhancing Course Descriptions and Learning Outcomes: Highlighting the relevance, value, and inclusivity of learning experiences

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Diversifying Course Content in Action: Key Considerations and Examples

Reading Lists

The materials you assign in your course help shape students' understanding of whose knowledge is valued in your discipline. Students learn who is considered an authority—and whose perspectives are excluded—by examining the authors, voices, and stories that appear in the syllabus.

Artze-Vega et al. (2023) recommend that instructors reflect on the following questions when reviewing their course readings:

Whose perspectives are represented in primary course texts?
What are the identities of the authors and editors?
How are minoritized identities portrayed? Do the readings reinforce deficit narratives or highlight strengths and contributions?
What ways of knowing are being privileged?
Does your syllabus demonstrate to students that everyone has a place in your field of study?

Citation is not neutral. As Gill and Hector (2024) emphasize, citation practices shape disciplinary legitimacy and recognition—affecting whose voices are included, and whose are left out. These practices have real implications for tenure, promotion, and funding within academic systems.

As you reflect on your course readings and materials, consider the following steps offered by Gill and Hector (2024) to identify and address gaps:

Conduct a critical audit of your reading list: Look for patterns in identity, geography, epistemology, and authorship
Explore citation networks or regional databases: Use tools like Google Scholar's "Cited By" feature or subject-specific repositories to locate diverse perspectives related to your core course topics
Include alternative sources and format: Incorporate podcasts, multimedia, blog posts, or community-authored works alongside traditional academic texts to broaden the range of voices and ways of knowing
Consult with your liaison librarian: U of T libraries offer discipline-specific support—liaison librarians can help you locate, evaluate, and integrate diverse sources into your course
Talk to colleagues: Reach out to peers within and beyond your discipline for recommendations and ideas about inclusive texts and authors
Collaborate with students: Invite students to reflect on whose perspectives they feel are missing and to suggest alternative sources or voices they've encountered

Course Descriptions and Learning Outcomes

The course description and learning outcomes shape student expectations and signal the relevance of course content. Fuentes et al. (2020) suggest that instructors consider short-, mid-, and long-term updates:

Short-term: Add a "My Course Overview" section to highlight EDI-infused topics and teaching practices
Mid-term: Update objectives to integrate multicultural and diversity aspects (e.g., "In this course, students will consider how multicultural and diversity factors shape key concepts in this field."
Long-term: Work with the curriculum committee to make department-wide course description updates

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Leveraging the Library

U of T Libraries offer a range of supports to help you meet your teaching goals and support your students' learning needs, including:

Faculty Liaison Librarians

Every subject area has a dedicated liaison librarian who can help you:

Identify and integrate diverse, discipline-specific readings
Ensure the library's collection supports your course assignments

Syllabus Service and Course Readings

Library staff can:

Check your syllabus for copyright compliance
Assist with course reserves to ensure equitable access to required materials
Retrieve, scan, and embed readings into your Quercus course
Purchase eBooks when available

Library Instruction

In addition to open workshops, librarians can provide course-specific support through:

In-class presentations or custom workshops tied to assignments
Online research guides and short instructional videos
Office hours or drop-in sessions for student research support

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Pause for Reflection: Applying These Strategies to Your Syllabus

To diversify course content, ask yourself:

Do the reading lists and course materials represent diverse perspectives and knowledge systems?
Does the course description signal the relevance, value, and authenticity of learning?
Do the learning objectives promote critical engagement with diverse perspectives?
How can I use institutional resources (e.g., U of T Libraries) to make inclusive revisions?

By incorporating diverse content and perspectives, your syllabus becomes a tool for equity, engagement, and student success.

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University of Toronto, Centre for Teaching Support & Innovation