Inclusive Teaching is a FREE asynchronous professional development course that aims to deepen educators’ knowledge of inclusive teaching practices. The course was designed with undergraduate introductory life science educators in mind, but components of the course will resonate with educators in other contexts.
Classrooms are becoming increasingly diverse. Learners come from different backgrounds, race, gender, socioeconomic status, and cultural backgrounds. They have varying abilities, levels of formal education, and preparedness. Some struggle with neurodivergent learning abilities, others work while attending college full-time, and in recent years many adult learners have been returning to higher education. Educators are faced with these nuances and challenges of how to meet the needs of the growing diverse student body, independent of the type of institution (small, large, research-focused, learning focused, etc.) and classroom size. Applying inclusive teaching practices and techniques in the classroom can help educators reach all learners in a way that is particular to them.
About the Course
The course consists of six modules:
- Module 0, “Course Orientation,” includes information on reflective practice and sources of feedback to improve teaching practices and introduces the action plan. This plan enables educators to track progress on an area of focus for improvement in their teaching.
- Module 1, “Self,” encourages interrogation of self and systems to better understand how these factors affect learners’ educational experience.
- Module 2, “Empathy,” introduces the role of empathy, motivation, and sense of belonging and provides insights into relevant practices that educators can incorporate into their teaching.
- Module 3, “Classroom Climate,” discusses how an educator’s position of power and use of physical and verbal expressions set the climate for the course. The module includes practical ways to improve classroom dialogue between the educator and learner and learner-to-learner interactions.
- Module 4, “Teaching and Learning,” provides practical strategies and assessment practices to improve learner sense of belonging, equitable teaching practices, and learner outcomes.
- Module 5, “Networks and Structures,” returns to the educator, or self, and focuses on support structures at the institutional level and beyond. We recognize that teaching is hard, and having support structures improves the experience for both the educator and the learner.
Sign up at https://www.biointeractive.org/professional-learning/online-courses/inclusive-teaching.
Names matter. Pronunciation matters.
W&L has adopted a new tool that allows faculty and students to record the pronunciation of their names to aid others in saying it correctly and listen to the recorded names of others: NameCoach.
How it works: Students voice-record their names and instructors can access this information within their Canvas courses. Faculty and staff can also voice-record their name and add a link to their email signatures.
Want to get started? Read these how-to guides:
Also, Director of Academic Technologies, Julie Knudson, will be offering a session about NameCoach during Fall Academy on Thursday, August 25, at 1:30 pm in Leyburn 109. Sign up at https://go.wlu.edu/fallacademy.
Have questions about NameCoach? Need help? Contact the ITS Information Desk at 540.458.4357 (HELP), email firstname.lastname@example.org, or stop by the ITS Information Desk on the Main Level of Leyburn Library. We’re here to help.
Ever search for stock images and come up with, well, rather …. homogenized results like this?
Not all women are young, white, thin, able-bodied, and beautiful. Nor are all couples of the opposite-sex, white, thin, able-bodied, attractive, enjoying a posh, upper-/middle-class lifestyle. I think it’s safe to say these search results aren’t reflective of diverse lifestyles, experiences, or communities.
If you’re looking for more diverse stock images, check out this list of image galleries to promote accurate and equitable representation, compiled by Kevin Kelly, EdD, in support of the Peralta Community College District Equity Initiative:
This session brings to the table ideas about steps your departments can take to create success in our programs for both students and faculty.
Please join us on Thursday, October 7th at 12:15 pm in Hillel 101 for a conversation about ideas—some fully formed, others still in a nascent stage—developed in Art and Art History, Computer Science, and Chemistry.
Diversity, equity, and inclusion is a central tenant of W&L’s strategic plan.
The University has invested greatly in this effort, including creating a dedicated physical space for a Center for DE&I, allocating $10M in additional funding from the endowment to accelerate this work, and creating programming. W&L’s commitment to DE&I extends to all facets of the University including student life, academics, admissions, employee hiring, faculty recruitment and retention, and Institutional history.
The Harte Center and Academic Technologies are teaming up to host a luncheon series: Departmental Initiatives in DE&I.
If our institutional efforts toward diversity, inclusion, and equity are to be truly impactful, we need to find ways to share effective practices with each other. This series, highlighting departmental and programmatic DEI initiatives, is designed to create conversations about what all of us–every department, every program, every individual–can do to ensure that every student who arrives on our campus has the opportunity to achieve their greatest potential.
The luncheon series begins at the end of the month, highlighting the work of the Geology department.
Have you updated your Zoom client lately? No? You should!
Wither version 5.7.0, Zoom has added new options for sharing your personal pronouns.
This new feature adds a dedicated text field on the profile page where you can type in your preferred pronouns and a drop-down menu with sharing controls for your pronouns: always share, never share, or have Zoom ask before every meeting if pronouns should be displayed.
Pronouns will appear in parentheses next to people’s names in Zoom meetings and will also be visible under people’s names on their profile cards in the Zoom desktop client and mobile app.
“In introducing the Pronouns feature, we hope this will help everyone feel better able to express themselves and respectfully address others, which ultimately leads to a stronger culture of connectivity and an improved communications experience,” Zoom wrote in its announcement.
Check out Adding and sharing your pronouns in the Zoom Help Center to get started. But first, you’ll want to update your Zoom to version 5.7.0!
Have questions? Need assistance? We got you! Contact the ITS Information Desk at 540.458.4357 (HELP) or email email@example.com.
Read me, please! Thank you!
Everyone who’s name isn’t Jennifer or Kevin
[pdf-embedder url=”https://academic.wlu.edu/wp-content/uploads/2020/10/58d2c3_7f90b928ed1340f7bb327afbb5566c25.pdf” title=”How to respect my ethnic name (@anpulondon)”]
Creating an Inclusive Online Learning Environment
Friday, October 2, 2020, 3:00pm ET
Panelists will share practices they have found helpful to effectively set expectations for valuing diverse viewpoints, facilitating respectful conversations, and engaging students in inclusive active learning exercises. The teaching practices discussed in this FREE webinar can be utilized in a variety of disciplines and course sizes to promote equity and inclusion.
Moderated by Charity Peak, Regional Director of Academic Programs at ACUE, this panel will feature a brief keynote from Michael Benitez Jr., Vice President for the Office of Diversity and Inclusion at Metropolitan State University, Denver.
All users can choose personal pronouns in their Canvas profiles. Pronouns in Canvas display in locations such as:
- Comment Fields
- People Page (Course and Groups)
- User Navigation Menu
- User Profile Page
- User Settings Page
The default is “None” and users can opt in to displaying a pronoun in Account > Settings. Available pronouns include:
- While logged in to Canvas, click Account in the global navigation.
- Click on the Settings link.
- Click the Edit Settings button (on the right side of the page)
- Select the desired pronouns from the drop-down menu.
- Click the Update Settings button.
[must log in with W&L credentials]
Questions? Contact the ITS Information Desk at 540.458.4357 or email firstname.lastname@example.org.
And if you’re wondering …
What are Personal Pronouns?
Pronouns are used on a regular basis to refer to people without using their name and imply one’s gender (he, she, they, etc.). Pronouns are one of the many ways we define our identities.
But why do Personal Pronouns Matter?
You can’t/shouldn’t assume someone’s pronouns by their appearance or name. Referring to someone by the wrong pronoun can be damaging, making the person feel disrespected, invalidated, and/or dysphoric. Correctly using someone’s personal pronoun shows respect for their identities and helps foster an inclusive community.
By implementing inclusive teaching practices, faculty create learning environments where all students feel they belong and have the opportunity to achieve at high levels.
ACUE is excited to introduce a set of free resources—including videos and downloadable planning guides—that can be immediately put to use to benefit both faculty and their students. These practices are tailored for online teaching but are also relevant to the physical classroom.
These 10 practices include:
- Ensure your course reflects a diverse society and world.
- Ensure course media are accessible.
- Ensure your syllabus sets the tone for diversity and inclusion.
- Use inclusive language.
- Share your gender pronouns.
- Learn and use students’ preferred names.
- Engage students in a small-group introductions activity.
- Use an interest survey to connect with students.
- Offer inclusive office hours.
- Set expectations for valuing diverse viewpoints.
The Inclusive Teaching Practices Toolkit was developed in collaboration with Dr. Marlo Goldstein Hode, Senior Manager, Strategic Diversity Initiatives, Office of Diversity, Equity and Inclusion, University of Missouri-St. Louis.