by Halima Mollou and Alisha M.B. Heinemann — Image: © University of Bremen
In a society marked by difference and inequality, instructors and researchers often face the challenge of actively improving the status quo rather than perpetuating it. This requires a reflective mindset, knowledge of how to recognize and prevent discrimination, and an understanding of the university’s infrastructure and available support services.
To support this effort, the Diversity Workgroup of Faculty 12 at Universität Bremen has developed a guide to teaching with a focus on anti-discrimination. This resource is designed to help instructors at all levels create inclusive learning environments. While primarily aimed at teaching staff, it is also a valuable resource for students interested in promoting discrimination-sensitive spaces.
It’s a Two-Part Equation: Attitude and Institutional Awareness
Combating discrimination at the university requires more than just goodwill; it demands an understanding of both institutional structures and a willingness to reflect on one’s own attitudes and privileges. The guide addresses both dimensions: professional conduct and knowledge of the university’s infrastructure.
Through practical tips and guidance, the guide encourages instructors to adopt an appreciative, resource-oriented approach that considers students’ diverse life circumstances. It suggests ways to balance individual needs with institutional requirements, such as:
- Choosing exam formats that accommodate different learning needs.
- Setting attendance expectations that respect students’ varied commitments.
- Selecting teaching materials that reflect diverse perspectives.
Knowledge of the university’s infrastructure is equally fundamental. This includes understanding examination regulations—such as academic adjustments (Nachteilsausgleich) for students with disabilities—and knowing which counseling services and support centers are available. The guide lists key contact points, regulations, and resources at Universität Bremen, dividing them into two complementary areas: “Teaching” and “Infrastructure.”
Teaching Strategies for Inclusion
The “Teaching” section focuses on key aspects of diversity-sensitive teaching, emphasizing that students and instructors share responsibility for a course’s success. The goal is to foster a participatory approach where students can help shape content and methodology. To help students communicate their needs from the start, the Diversity Workgroup has drafted a sample welcome email that instructors can send at the beginning of the semester.
Attendance and Flexibility
Universität Bremen is a campus-based university. Regular attendance is not always possible for every student due to other commitments. The guide offers suggestions for flexible compensation options, ensuring students can master the material and meet academic requirements regardless of their obligations.
Transparent Requirements
Clearly communicating seminar structures, exam formats, and grading criteria well in advance enables students to plan their academic progress. Transparent guidelines allow students in various life situations to balance their studies with other responsibilities. Adapting these requirements is not a compromise on quality; rather, it is a hallmark of professional instructional design.
Academic Adjustments for Disabilities and Chronic Illnesses
Students must not be disadvantaged due to an impairment. Examination regulations for each degree program stipulate that procedures must be adapted to the nature and severity of a student’s impairment. The guide provides practical tips on designing fair exams and adapting frameworks to ensure equitable assessment without lowering performance standards. It also offers communication tips for supporting students applying for academic adjustment (Nachteilsausgleich) and refers readers to the Office for Students with Disabilities or Chronic Diseases (KIS)(Kontakt- und Informationsstelle für Studierende mit Behinderung oder chronischer Erkrankung) at Universität Bremen.
Gender-Inclusive Language and Imagery
The guide provides tips for consistently using gender-inclusive language and imagery to ensure all people are represented in equal roles. It also refers to the Orientation Guide for Gender-Inclusive Language (Orientierungshilfe für eine gendergerechte Sprache), a brochure adopted by the State Rector’s Conference (Landesrektorenkonferenz (LRK)) and the State Conference of Women’s Affairs Officers at Universities in the State of Bremen (Landeskonferenz der Frauenbeauftragten der Hochschule nim Land Bremen (LaKoF)).
Training and Networks
The Infrastructure section highlights resources for a diversity-conscious environment, focusing on professional development for academic staff and support for students. This includes an overview of programs to improve academic language proficiency and writing skills. For doctoral candidates and advanced students, the guide references the Network for (Racism) Critical Migration Research: Representation, Community & Empowerment.
Spaces and Resources for All
The guide also provides information on the “Room of Silence” in GW2—an ideologically neutral, interfaith retreat and meditation space open to all university members. Additionally, it lists facilities and resources for staff and students with mobility impairments or specific care needs.
Part of a Broader Diversity Strategy
This guide is part of a larger institutional strategy, aiming to promote inclusive practices in teaching, research, and administration. It is a “snapshot” of the current landscape and is intended as a living document that will evolve over time.
The guide does not seek to impose a specific stance or force reflection; instead, it provides structured knowledge and actionable paths for those who wish to engage. Ultimately, combating discrimination requires ongoing institutional commitment beyond individual effort. This guide serves as a common foundation for that university-wide discussion.
Taking action against discrimination at the university—and particularly in teaching—remains a task that goes beyond individual engagement with the topics mentioned. Rather, it requires ongoing engagement at the institutional level. To this end, the guide can provide a common basis for discussion at a university
This translation was created through the co-creative use of generative AI systems (DeepL). The author is responsible for the concept and content. Status of AI support: August 2026
