DEI Rubric

	A	B	C	D	E	F	G	H	I
1	Diversity, Equity, Inclusion in OER Rubric & Guide
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3	Purpose
4	To create guiding principles that can be utilized by individuals or institutions to determine course materials around what students' information needs are in context with the resources diversity, equity, and inclusiveness.
5	Use
6	This is a public, living document. Comments and contributions are welcomed. The guide was designed as a tool to be used as well as to complement a community inventory of OER materials that rate highly on the rubric.
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8	Diversity, Equity, Inclusion in OER Rubric& Guide by the Open Education Network is licensed under a CCBY 4.0 International License, based on Course Materials Adoption Best Practices by Open Oregon Educational Resources under a CCBY 4.0 License.
9	Published Nov. 2020	Updated Nov. 2022
10	Elements for consideration in Course Materials
11	Value	Area of Assessment	Great	Good	Needs Improvement	Result	Guide Language or Examples	Literature Review	Key points from research or questions
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13	Information Equity
14		Subject coverage is broad and deep	Addresses each topic in the subject matter fully, without equivocation or indicates relevant and missing perspectives as areas of further study.	Addresses most topics in the subject matter, while skirting or avoiding controversial stances.	Avoids difficult or “controversial” topics; colonial or white supremacist lens	Students are less prepared to engage in a multicultural world
15		Material content is complete in its inclusion of current and relevant populations and groups pertinent to the subject (eg. American literature text that includes authors representative of more than just the dominant culture).	Includes perspectives and/or first-person accounts of peoples and groups relevant to the subject matter. (i.e. history text about the Mexican American War includes perspectives from political heads, historical land narrative, battlefield perspectives from US and Mexican troups, indigenous peoples, and communities impacted).	Addresses most areas of inclusion with identifiable efforts made to incorporate narrative from more than one side to any topic. Effort is made to include voices or stories from the peoples impacted by the topic.	Makes little to no effort to include aspects of the topic outside the individual author(s) experiences or knowledge(i.e. The History of Women's Suffrage text which only includes details from the authors' individual experiences and not the movement as a whole). Inaccurate or incomplete information (i.e. biology texts that only speak of sex and gender in a binary way)	Students get a one-sided or skewed view of the issue while demonstrating the fallacy of one-truth learning.
16		Inclusive Language	Material avoids all language that demonstrates biases or utilizes stereotypes. Gender neutral language and Person-First language is incorporated throughout material as needed.	Identifiable areas of gender specifying language or verbiage that identifies people groups in a biased manner.	Material makes no effort to avoid stereotypes and focuses on a singular gender in the narrative.	Students fail to learn how to speak and interact with a diverse world without propagating a structure of inequity and/or bias.		https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4735429/
17		Microaggressions				Students inadvertantly are learning implicit bias that supports a structure of systematic oppression.	https://www.thoughtco.com/understanding-implicit-bias-4165634	https://thebodypositive.org/the-importance-of-inclusive-language-and-how-being-in-community-helps-us-learn/
18		Connects students with the content they need to succeed						https://blog.teacherspayteachers.com/diversity-and-equity-across-subjects/?utm_campaign=Weekly_Newsletter_%2523688_6_12&utm_source=simon&utm_medium=email
19	Instructor Aids	How to engage in feedback
20	Design Equity
21		Diverse representation in exemplars, images, experiences	Representations (texts and videos, etc) and engagement points (activities, etc) are inclusive and provide multiplicity of culturally relevant connections	Some cultural connections in engagement points beyond the dominant culture. Examples include terminology and situtations that are broadly applicaple. Some diversity of representation in visuals can be found.	Primarily anglo-dominant culture represented. Activities utilize vocabulary and situtational examples reliant upon privileged and/or white cultural history.	Student ability to engage with and find relevance in material is dimished.		Intro to Design Equity https://open.lib.umn.edu/designequity/	"Just like health inequality is not just about access to healthcare, transportation inequality is not just about access to transit. It’s also about who does or who does not benefit from transportation projects (in terms of economic, social, educational, and health outcomes, for example), who does or does not bear the burden of increased public transportation costs, and who does or does not have a say in transportation decisions." ---> substitute "textbook" for "transportation"...
22		Diversity of representation of names within text allows the audience to self-identify with situations and examples throughout the material.	Names used in examples includes variety of cultural, gender, and ethnic types	Many names are predominantly male and/or of Western cultural descent.	All names are representative or dominant culture.	Student ability to engage with and find relevance in material is dimished.
23		Material visually meets accessibility standards.	Images and text are high contrast in color design and resolution	Some images have text over image with low contrast standards. Some pages use bright colors with low contrast text.	Low resolution images. Headings use lighter or lower contrast color schemes. Boxed text, charts, and image caption color choices don't all utilize high contrast.	Student comprehension and ability to engage with material is dimished.
24		Multiple format options available including digital and low-cost options	Material is presented in a wide array of formats with easy links to both digital and physical options. Digital options are provided to access online or download in multiple formats.	Some formats are provided, though text is largely viewable only online. Download options are limited to the entire material and not easily broken into sections.	Formats are limited and online only viewing is available to students.	Student access is dimished, reducing their ability to succeed in the course.
25	Student Aids	Platforms, materials, and activities have a “to the reader” section that outlines important features such as accessibility features, alternate formats, etc - as well as good metadata
26	Accessibility Check
27		Web Content Guidelines	Meets all requirements of WCAG 2.1 Guidelines				WCAG 2.1 AA
28	Initial Checklist	Screen Reader and Learning software adaptive
29		All images have complete alt-text	Written description of an image that is displayed by screen readers in place of images, if an image file does not load, or when the user chooses not to view images				Full Image Description Guidelines from the Diagram Center
30		Images and graphics use high contrast and high resolution
31		Videos have captions and transcripts included					WC3 Guide for Audio Descriptions
32		Files include accessible formating	PDFs with searchable text (OCR, optical character recognition), ePub or HTML options	Files have clear headings, utilize large, non-serif fonts, avoid all-caps, high contrast color schemes, minimal transitions and animations, utilization of white spaces			DLF Guide to Creating Accessible Presentations
33		Content is organized and a manner that is easy to navigate and logical to follow such as consistent design and placement of headings	Keyboard navigation enabled
34		Language use is clear and concise	Abbreviations are avoided and acronymns are spelled out	Colloquial phrases and jargon are not used.	Vocabulary used are adaptive and explained progressively in material
35	Accessibility Checkers					Tota11y	WAVE
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38	Guides & Lexicons for Teaching multiple perspectives
39	Inclusive Language		https://www.dictionary.com/browse/inclusive-language				Inclusive Language Guide	Glossary of Racial & Equity Terms
40	Intersectionality		https://www.merriam-webster.com/words-at-play/intersectionality-meaning
41	Person-First Language		https://www.cdc.gov/ncbddd/disabilityandhealth/pdf/disabilityposter_photos.pdf
42	Identity-First Language		https://healthjournalism.org/blog/2019/07/identity-first-vs-person-first-language-is-an-important-distinction/				Preferred generally by those on the Autism spectrum and the Deaf/Hard of Hearing
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44	Perspective		Definitions	Law			Guides	References
45	Gender	Gender Neutral					Gender Neutral Style Guide	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4735429/
46		Transgender					https://www.glaad.org/reference
47							https://www.thetrevorproject.org/resources/trevor-support-center/a-guide-to-being-an-ally-to-transgender-and-nonbinary-youth/
48		Sexual Orientation		https://www.eeoc.gov/laws/types/sex.cfm			https://apastyle.apa.org/style-grammar-guidelines/bias-free-language/sexual-orientation
49		Gender					Bias Free Gender Language	Gendered Language
50	Race		Race vs Ethnicity					Determining Culturally Offensive Language
51		First Nations	Reporting & Indigenous Terminology				http://www.livingjusticepress.org/index.asp?SEC=B4B4C73A-A47B-45FF-B4EC-5DEBCD176F02&DE=35C447F0-97CA-400E-943C-6011DCE669A2	https://rnt.firstnations.org/wp-content/uploads/2018/06/MessageGuide-Allies-screen.pdf	100 Ways to Support - Not Appropriate From - Native People
52							Using Traditional Knowledge Labels	Using BioCultural Knowledge Labels
53	Ageism			https://www.eeoc.gov/laws/types/age.cfm			Ageism Guide	https://online.rider.edu/blog/intergenerational-communication-issues-management-tips-for-a-more-effective-workplace/	https://www.giaging.org/initiatives/reframing-aging/reframing-aging
54	Ableism			https://www.eeoc.gov/laws/types/disability.cfm			Disability Style Guide	Bias Free Language Guide
55		Deaf/Hard of Hearing					https://www.nad.org/resources/american-sign-language/community-and-culture-frequently-asked-questions/
56		Autism					https://autisticadvocacy.org/about-asan/identity-first-language/
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58	Classism		https://www.dictionary.com/browse/classism					https://journals.sagepub.com/doi/full/10.1177/1745691616673192
59		SocioEconomic Status					Bias Free Language for Socioeconomics	https://consciousstyleguide.com/false-divide-well-educated-less-educated/
60		Homelessness					https://www.kcrw.com/news/shows/press-play-with-madeleine-brand/changing-the-language-around-homelessness/rethinking-the-language-around-homelessness
61	Power-Based	Interpersonal Violence					Violence Language
62	Religion			https://www.eeoc.gov/laws/types/religion.cfm				https://www.pewforum.org/religious-landscape-study/
63	Size							https://psycnet.apa.org/record/2017-02629-004
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70	Contributors
71	Kristin Lansdown, OER Librarian, University of Wisconsin - Madison			kristin.lansdown@wisc.edu
72	Monica Brown, eCampus Center OER Coordinator, Boise State University			monicabrown1@boisestate.edu
73	Kathy Essmiller, OER Librarian, Oklahoma State University			kathy.essmiller@okstate.edu
74	Christina Trunnell, Statewide OER Coordinator, TRAILS Montana			christina.trunnell@montana.edu
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