Anti-Harassment, Discrimination, and Non-Fraternization Curriculum

2h Intermediate

In support of the geoscience community’s attentiveness to developing a more inclusive culture that is resistant to harassment and discrimination, a collaborative effort to develop an anti-harassment/discrimination curriculum is underway. The curriculum is designed to be engaging and educative for undergraduate students, who may have little formal training in the terminology and concepts surrounding such topics, are likely to be unaware of policies and procedures regarding harassment, discrimination, and fraternization, are unlikely to know how to respond if they were to witness an incident of discrimination or harassment, and unlikely to know how to report incidents. Through this curriculum we seek to empower students, who might otherwise be vulnerable.

Status: This version, 1.0 (May, 2019). 

Use and Feedback Encouraged: This curriculum has been developed for use by those who facilitate undergraduate research opportunities. We view the curriculum as a community resource and encourage others to use the resource and contribute to its development! 


Following instruction, participants will be able to:

  • Describe a work environment that
    • consists of mutual respect,
    • promotes respectful and congenial relationships, and
    • is free from all forms of harassment and discrimination
  • Summarize who is responsible for creating the work environment described above
  • Distinguish between behavior that is harassing or discriminating and non-harassing or non- discriminating
  • Describe how to report harassment or discrimination to the program, the program’s investigation procedures, and possible disciplinary outcomes
  • Plan how they would use the bystander interventions to respond to incidents of discrimination or harassment, including sexual harassment
  • Apply the program’s anti-harassment, anti-discrimination, and non-fraternization policy to a series of case studies


Curriculum—Part 1 

  • Establish group agreements for discussing sensitive topics and create a safe space for discussions. 
  • Introduce topic by exploring data from relevant research (and an anonymous classroom poll) to illustrate that discrimination and harassment are not just  theoretical things. 
  • Engage with the content  through a game of Pictionary using key concepts and terminology. 
  • Work in small groups to define these concepts and reflect on how they could relate to harassment, discrimination and fraternization. Small group ideas are refined and clarified. 
  • Read and apply the program’s policies that deal with harassment, discrimination and fraternization to mini-vignettes and guiding questions. 
  • Wrap up: staff describe procedures for reporting incidents, outlining program’s investigation procedures, and possible disciplinary outcomes. 

 Curriculum—Part 2

  • Reflect on Part 1 learning while considering why an inclusive culture, resistant to harassment and discrimination matters.
  • Students are also asked to identify what their personal role is in its development.
  • Explore why people may be hesitant to intervene in such situations.
  • Introduce strategies (the Five D’s developed by Hollaback) that could be used to support someone who’s being harassed or discriminated against, emphasize that harassment is not okay, and demonstrate everyone has the power to make their community safer .
  • Apply learning through a facilitated discussion of a video clip from Intervene©.