Ask students to write about what they value or what is meaningful to them in their life as a whole. Before a stress inducing assignment, help students positively reframe their feelings of stress and shift from a “threat mindset” to an “opportunity mindset.” Publicize low-cost or no-cost alternatives to course materials when possible to ensure students’ financial background does not determine their ability to participate. Clarify how students can get involved in research to ensure that students unfamiliar with academic research can pursue this activity. Schedule exams to not conflict with religious holidays to ensure all students can celebrate their religious holidays. Ask students before the semester to contact the Disability Resource and Services so that any accommodations they need can be set up as soon as possible to be able to make your classroom accessible to everyone on the first day. Develop and disseminate rubrics for your assignments to reduce the potential of instructor bias in assigning grades. Grade students’ work anonymously when possible to avoid the impact of implicit bias. Identify background knowledge that students need to be successful in your course to help students identify and address gaps in their preparation.