by Halima Mollou and Alisha M.B. Heinemann — Image: © University of Bremen
In the context of societal differences and inequalities, teaching staff members and researchers are repeatedly faced with the challenge of intervening productively in the status quo rather than reproducing or even reinforcing it. To do so, they need a sensitive and reflective mindset, as well as knowledge of how to recognize and prevent discrimination, what options for action and counseling are available at their own university, and what tools exist for their own daily practice.
The Workgroup Diversity of Faculty 12 (FB 12) at the University of Bremen has therefore developed a guide to discrimination-sensitive teaching to support teaching staff members at all experience levels in designing study spaces that are sensitive to differences. It is aimed primarily at teaching staff members, but also at students interested in creating study spaces that are sensitive to discrimination.
It’s All About the Combination: One’s Own Attitude and Knowledge of Structures
Taking action against discrimination at the university is not just a matter of good will; it requires knowledge of the university’s structures and the ability to reflect on one’s own attitudes and stance. The guide addresses both dimensions equally: professional conduct and knowledge of the university’s infrastructure. It is intended to stimulate critical reflection among teaching staff members and other university staff and to support them in meeting this challenge by providing guidance and practical tips. In doing so, the guide encourages teaching staff members to adopt an appreciative, resource-oriented attitude toward students and to take a nuanced view of individual life circumstances. The goal is to take a nuanced approach to the learning conditions and needs associated with students’ diverse life circumstances. In doing so, the tension between individual access and participation requirements on the one hand and institutional structures on the other must be taken into account. This may pertain, for example, to the choice of exam formats, expectations regarding student attendance, or the selection of teaching materials.
Knowledge of the university’s infrastructure is also fundamental to teaching that addresses discrimination. This includes, for example, regulations regarding examinations—such as academic adjustments for students with disabilities – as well as various counseling services and support centers for students. Supportive educational programs for both students and teaching staff members are also relevant in this context. The guide lists contact points, regulations, and resources at the University of Bremen and provides teaching staff members with targeted information about support services. It also offers practical tools for teaching that addresses discrimination. The breakdown into main areas “Teaching” and “Infrastructure” are complementary. The following is a brief summary of the content of each subchapter to help you navigate this guide more easily.
How do I create space for this in my course?
The Teaching section covers key aspects of diversity-sensitive teaching. The starting point is the belief that students and teaching staff members are jointly responsible for the success of the course. The goal is to strengthen teaching staff members’ participatory approach and to enable students to help shape the course content, thereby incorporate their preferences regarding content and methodology. Students should also have an accessible way to communicate their needs regarding the course. To this end, the Diversity-AG has drafted a specific welcome email that teaching staff members can send at the beginning of the course.
Attendance and compensation options
The University of Bremen is organized as a campus-based university; however, regular attendance is not always possible for students due to various commitments. This guide therefore provides teaching staff members with specific guidance and suggestions for possible forms of compensation to create opportunities for students to still work through seminar content and fulfill their academic requirements.
Communicating requirements transparent
Information about the seminar structure, exam formats, and grading criteria that is communicated clearly and well in advance gives students the confidence to plan and take action regarding their academic progress. At the same time, transparent guidelines are necessary to enable students in various life situations to balance their studies with other commitments. Deviating from standard and customary requirements does not imply a compromise on the quality of one’s teaching; on the contrary, it should be viewed as a sign of professional teaching design.
Academic adjustments in the context of disabilities and/or chronic illnesses
Students must not be placed at a disadvantage or treated less favorably due to individual impairments. The examination regulations for each degree program stipulate that examination procedures must be designed to accommodate the nature and severity of an impairment. But what does that mean in practice? The guide provides useful tips and guidance on how to design a fair final examination and adapt it to individual needs. The guide also makes it clear that this is not about lowering performance requirements, but rather about adapting the framework conditions in such a way that fair performance and assessment become possible in the first place. For teaching staff members, the guide also includes communication tips in the context of academic adjustment, so they can provide targeted support to students during the application process. As a supplementary resource, the guide refers readers to the Office for Students with Disabilities or Chronic Diseases (KIS) at the University of Bremen, which serves as a point of contact for both students and teaching staff members.
Gender-neutral language
The guide also offers tips for gender-inclusive language in teaching: For example, gender-inclusive phrasing should always be used consistently. Similarly, in university teaching, images and examples should be selected in such a way that people are represented in equal roles regardless of their gender. In addition to further examples, the guide also refers to the brochure Orientierungshilfe für eine gendergerechte Sprache (german). This brochure was adopted by the State University Presidents’ Conference (LRK) and the State Conference of Women’s Affairs Officers at Universities in the State of Bremen (Landeskonferenz der Frauenbeauftragten an den Hochschulen im Land Bremen; LaKoF) with the aim of promoting the use of gender-inclusive language and thereby gradually implementing current standards.
Training opportunities and networks
The second part of the guide focuses on the infrastructure of the University of Bremen and presents resources relevant to a diversity-conscious teaching and learning environment. In addition to professional development opportunities for teaching staff members and other academic staff members, the guide also highlights support options for students. For example, it provides a detailed overview of various support structures for promoting academic language proficiency, which are designed to help students improve their academic writing skills. The Doctoral Candidates section, which is aimed at doctoral candidates and advanced students, includes references to the Doctoral Candidate Network for (racism) critical Migration Research: Representation, Community & Empowerment.
Spaces and resources for those affected
In addition, the guide provides information about the “Room of Silence” in GW2. The Room of Silence is an interfaith retreat and meditation space that is ideologically neutral. It can be used by all members of the university, regardless of religious affiliation. This section also lists facilities and resources relevant to students and staff with mobility impairments or needs related to care and support.
The guide as part of the university’s diversity strategy
The „Leitfaden“ is embedded in an overall strategy to promote diversity-conscious perspectives at the institutional levels of teaching, research, and administration, and should therefore also be viewed as part of the implementation of the University‘s diversity strategy. It represents a snapshot of the current situation and is intended as a work in progress that requires ongoing development.
This guide is not intended to impose an anti-discrimination stance on teaching staff members or to force them to reflect on their own positions and privileges. Nevertheless, it can provide relevant knowledge in a structured manner and highlight possible courses of action.
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
