Withers M. The College Science Learning Cycle: An instructional model for reformed teaching. CBE Life Sci Educ. 15(4): 1-12.

The College Science Learning Cycle is a curriculum design process rooted in backwards design. This paper describes practical steps to revise existing curriculum based on best practices in scientific teaching and provides examples of implementation.
 

Smith JI and Tanner K. The problem of revealing how students think: concept inventories and beyond. CBE Life Sci Educ. 2010;9:1–5.  

An alternative approach to transforming our novice undergraduates into expert biological scientist thinkers with tools that can aid in revealing student thinking and in analyzing what we can do to support or hinder scientific literacy. 

Roth, D. Understanding by Design: A framework for effecting curricular development and assessment. CBE Life Sci Educ. 2017; 6:2, 95-97. 

This is a popular design model in K-12 instructional setting dividing instructional planning into three phases.The main idea is to  essentially place the “horse” of alignment of outcomes and assessment back in front of the “cart” of instructional design. It helps align some of the major misconceptions of how understanding differs from knowledge and how we know when students have attained that mastery or competency of the desired goal. 
 

Chiel HJ, McManus JM, Shaw KM. From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students. CBE Life Sci Educ. 2010;9:248–265.  

Examples of courses that teach mathematical analysis or modeling skills to biology students with an interest in articulating clear educational goals based on a constructivist approach is central to this paper. Reconstructing and introducing assessments that are tightly tied to educational goals with an emphasis on assessing student progress based on their ability to analyze new data is an important barrier in measuring for continuous progress.

Bransford, J., Brown, A., & Cocking, R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council. Backward Design for Forward Action.

A description of some key areas that are relevant to a deeper understanding of a student's learning experience: learning as an active process, adaptive experience of learning, learning for understanding, and role of prior knowledge. A summary of research findings on the physiological and cultural influences on student learning is described.

This sample DEI Statement is written by Derek Braun, Professor at Gallaudet University and BioGraphI Steering Committee member. He includes this statement in his syllabi.

This resource from Brown University's Harriet W. Sheridan Center for Teaching and Learning begins with guiding questions to ask yourself before crafting a DEI statement. Sample statements follow the questions.

This resource from the Center for Teaching Excellence at University of Kansas is a useful tool for creating an inclusive syllabus. It includes a sample DEI statement near the end of the page.

This website also includes background information on the beneficial reasons for including diversity statements in our syllabi.

This set of samples was compiled by Clemson's Office of Teaching Effectiveness and Innovation.

This example is from a network of marine biologists.

This example from UC San Diego is intended to apply to all groups of people in all positions at the institution. You can use your institution's statement as a starting point for your own, describing how your commitments and actions contribute to or build upon that of your institution.

Here are some professional development opportunities I have found. Feel free to add more! 

Neurodecolonization and Indigenous Mindfulness is a project by Michael Yellow Bird, PhD from the University of Manitoba 

White Awake waking ourselves up for the benefit of all (for white identifying folx)

Mindfulness for the People Radically Reimagining the Mindfulness Movement was inspired by our dream to center Black and Brown folx in all things mindfulness research, teaching, practice, and tech. 

Academics for Black Survival and Wellness and Wells Healing  https://wellshealing.podia.com/ is a personal and professional development initiative for Non-Black academics to honor the toll of racial trauma on Black people, resist anti-Blackness and white supremacy, and facilitate accountability and collective action. A4BL also is a space for healing and wellness for Black people.

Are you comfortable? If yes, then you’re not learning. According to Farrah Storr, the speaker of this TED Talk and author who wrote “The Discomfort Zone: How to Get What You Want by Living Fearlessly,” you only find personal greatness by stepping out of your comfort zone.

Intended for a K-12 audience but concepts can be adapted for any learning community. 

Intended for a K-12 audience but concepts can be adapted for any audience of learners. 

Open initially but then has popped behind a subscription/paywall. 

Law professor and mindfulness practitioner Rhonda Magee shows that the work of racial justice begins with ourselves. This is a link to where you can purchase this book. 

This article arose from a conversation with Rhonda Magee, a law professor and mindfulness teacher and the author of The Inner Work of Racial Justice: Healing Ourselves and Transforming Our Communities through Mindfulness. Magee writes about the importance of mindfulness for people of all and various racialized identities working toward racial justice. This article is written from our understanding as white-embodied, cisgender women, and includes reflections from Rhonda, a Black-embodied, cisgender woman. It may be especially helpful for white-embodied readers who are interested in understanding how mindfulness-based practices might assist them in addressing systemic racism, or, for people of color exploring ways of working with white-embodied people through mindfulness. We encourage all readers to check out Magee's writings to see how her work resonates for you.

Practices that help students control their impulses can also mask systemic failures. Written for a K-12 audience however I think this resource translates well to higher education as well. 

Slides from the FC Mindful Growth Initiative. Mindful Growth = Mindfulness + Growth Mindset