- Diversity Works - Diversity has been a core value at Stanford since the university's founding in 1891. That year, Stanford opened its doors to men and women from diverse religious, national, and racial backgrounds in its quest to train useful citizens. The diversity of Stanford’s first class reflects our commitment to provide opportunities for advancement to any deserving student. We value the rich perspectives, skills, and ideas people from varied backgrounds bring to the Stanford community.
- First Gen Low Income Partnership (FLIP): - FLIP’s mission is to build a community of FLI (first generation and/or low income) students and supporters in order to empower FLI students and raise awareness of class issues.
We seek to foster an open and respectful campus environment by advocating on behalf of the FLI community and engaging in cross-class dialogue.
- International Students - The Bechtel Center serves the international community at Stanford, as well as U.S. students interested in scholarships for study and research abroad. Our goal is to provide efficient, effective and respectful advising and programming support that is engaging and illustrative of the diversity of cultures at Stanford.
- Office for Military-Affiliated Communities - The Office for Military-Affiliated Communities (OMAC) focuses on the administration and management of VA financial benefits, coordinates and supports educational opportunities for military-affiliated communities, and conducts outreach to faculty regarding engagement and support for faculty grants or other funding specifically identified for military and veteran communities.
- Stanford Diversity and Access Office - A brand new resource to help provide students with small-dollar funds when financial aid support isn't enough! Contact DGEN for information.
- Humanities & Sciences Dean’s Office, Graduate and Undergraduate Studies - The Office of the Dean of the School of Humanities and Sciences supports Stanford University’s mission to become the most influential university of the 21st century. Contact Info: Beth McKeown (firstname.lastname@example.org) / Susan Weersing (email@example.com)
- Student Tutoring - Whatever help you need, whether it's with this week's paper assignment, a course concept, or getting your academic life organized, Stanford offers you expert coaching and advice. Community and wellness resources are shown here, too.
- Academic Skills Coaching - The Vice Provost for Teaching and Learning (VPTL) provides Stanford students one-on-one academic coaching and resources throughout your time on campus. Working hard in high school doesn’t always prepare you for the pace, volume, and complexity of a Stanford education. Use these resources to address time management, procrastination, reading comprehension and retention, and other skill sets to help you become a more sophisticated and effective learner.
- Campus Community Centers - Stanford Community Centers provide a gateway to intellectual, cultural and leadership opportunities for all Stanford students. Each center has its own mission. Yet students seeking academic enrichment, connection to a broader community, and/or individual services and support will find excellent resources in the Community Centers.
- Health and Wellness - Health and wellness resources are available to Stanford Students.
- Support for Graduate Students - Stanford is committed to supporting students’ well-being and offers a broad variety of resources on campus.
Off Campus Resources
- The Multicultural Education Program at UC Berkeley - As a faculty or graduate student instructor at UC Berkeley, there are many opportunities to capitalize on the presence of the representational diversity both in our community and particularly with our teaching. The following resources from both UC Berkeley and from other institutions suggest a number of actions to take to make our classrooms as healthy and as safe an environment possible for all student learners. These resources also include a number of suggestions for engaging with particular diversity topics.
- CRLT - Center for Research on Teaching and Learning and the University of Michigan - In any discipline or field, a key goal as well as challenge is supporting the learning of all students despite their many differences. Through programs, consultations, and resources, CRLT supports teachers in creating learning environments where students of all identities and backgrounds can flourish. This page features a range of online resources that define inclusive teaching and provide specific strategies for practicing it.
- Derek Bok Center for Teaching and Learning at Harvard - Every class, every group, has its own distinctive dynamics, determined by the individuals in it. How many of us have taught the same class to two different groups and had two entirely different experiences?
- Teaching Multilingual Students
- Supporting Vulnerable Students: There are two kinds of academically vulnerable students: those who struggle with material and those who believe that their instructors and peers doubt their abilities. It is important to recognize both threats to a student’s achievement and to construct an environment where students who need help are comfortable asking for it and students do not feel pressure to dispel stereotypes about their race, ethnicity, age, or gender.
Diversity in STEM:
- Teaching science for all: helping women fulfill their potential: Currently, less than one-quarter of bachelor degrees awarded in fields such as computer science, engineering, and physics go to women, and the attrition rate for female science graduate students is notably higher than for males (Hill et al., 2010). Over the last few decades, the number of women in STEM fields has been growing substantially, yet a gender gap still exists. (By Mandy McLean, February 25, 2015.)
- A Foundation for Understanding Gender Differences: First in a four-part series, "Closing the Gender Gap in Your STEM Classroom," that bridges research to practice by providing you with seven key practices to make your STEM courses more inclusive. (By Helena Isabel Scutt, February 7, 2014.)
- STEM Classroom Scaffolds: Third in a four-part series, "Closing the Gender Gap in Your STEM Classroom," that bridges research to practice by providing you with seven key practices to make your STEM courses more inclusive. (By Helena Isabel Scutt, March 19, 2014.)
- Seven Practices to Improve Retention of Women in STEM: Part 4 of a four-part series, "Closing the Gender Gap in Your STEM Classroom," that bridges research to practice by providing you with seven key practices to make your STEM courses more inclusive. (By Helena Isabel Scutt, April 2, 2014.)